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€l^e asibemDe literature ^erie^. 

CLASSIC ENGLISH FOR SCHOOLS. 

The Riverside Literature Series is the result of a desire on the part of 
the publishers to issue in a cheap form for school use the most interest- 
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In order that the reader may be brought into the closest possible con- 
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The Extra numbers that appear from time to time are published prin- 
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%^t Hitier0irje ILiterature &erie0 



THE RIVERSIDE MANUAL 
FOR TEACHERS 



CONTAINING SUGGESTIONS AND ILLUSTRATIVE 

LESSONS LEADING UP TO PKiMARY 

READING 



I. F. HALL 

SUPERINTENDENT OF SCHOOLS AT LEOMINSTER, MASS. 



/.- -'' 




HOUGHTON, MIFFLIN AND COMPANY 
Boston: 4 Park Street , New York: 11 East Seventeenth Street 

1890 



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Copyright, 1890, 
By 1. FREEMAN HALL. 

All rights reserved. 



The Rivfr.tirffi Prpsa, Cnmhrirfse, Mrrsx , V S. A. 
Electrotyped and Printed by H. 0. Houghton & Company. 



PREFACE TO THE MANUAL. 



This Manual is intended to combine the various 
systems of teaching the art of reading by what are 
known as the " New Methods," especially in the in- 
terest of such teachers as have had few opportunities 
for studying in detail the principles and practical 
features of these methods. Many teachers, who are 
familiar with the principles in theory, hesitate to prac- 
tice them continuously and persistently, because they 
fail to see how they are related to one another, or 
how they may be combined into a consistent whole. 

In the best primary schools much attention is given 
to object and picture lessons, and to the occupations 
of the kindergarten, because it is now admitted that 
these develop the intelligence of the child, and pre- 
pare him, by a natural gradation of exercises, for the 
special work of primary schools. 

The first subject treated in the Manual is, therefore, 
Preparatory Work, which trains the children to see, to 
talk, and to think, and serves to keep them busy when 
they are left to themselves. 

The Manual further attempts to show the teacher 
how to teach reading by script sentences from the 



IV PREFACE TO THE MANUAL. 

blackboard, not by the sentence, word, or phonetic 
method alone, but by a combination of the three. In 
the First Steps, each illustrative lesson is divided into 
three sections implying that the three methods are to 
be carried forward together and made to supplement 
each other. 

Teaching by objects is advocated and illustrated. 
Every lesson is made realistic by methods which re- 
quire the pupil and the teacher to suit the action to 
the word. 

Every lesson in reading is made a lesson in lan- 
guage. Children should be trained to talk with tongue 
and pencil, and . no exercise furnishes better opportu- 
nities for this training than the reading lesson. 

The use of punctuation marks, capital letters, etc., is 
to be taught incidentally and indirectly. The teacher 
is to use them and require her pupils to copy and use 
them. Inaccuracies in language are to be gently cor- 
rected by the teacher, and the pupil is to be shown 
the better forms of expression and encouraged to use 
them. 

Children learn the names of letters while learning 
to write the words in which they occur, and the sounds 
of the letters are best taught incidentally, as suggested 
in the chapters on phonics. 

Teachers are advised to read the Manual through 
before applying the methods outlined in it, as some 
suggestions in the latter part apply equally well to the 
First Steps. 



PREFACE TO THE MANUAL. V 

The system employed in the Preparatory Work 
and First Steps involves the use of an Instruction 
Frame especially prepared for this Manual, upon 
which words, pictures, and even objects, are to be 
placed. In case of much of the work, however, the 
blackboard may be substituted for the Frame, when- 
ever the latter is inaccessible. 

I. F. H. 



CONTENTS. 



PAGE 

PART I. THE PREPARATORY WORK. 

Introduction 1 

Chapter I. Picture Lessons. Lessons I.-IV. Picture A 2 

Lessons V.-VIL— Picture B 10 

Lessons VIII.-X. — Picture C 14 

Lesson XL — Picture D . . . 17 

Chapter II. Representation, Invention, Combina- 
tion 19 

Chapter III. Lessons in Color 21 

Chapter IV. Modeling in Clay 22 

Chapter V. Original Designs 23 

PART 11. FIRST STEPS IN READING. 

Introduction .... 25 

Lesson I. — I. Reading 28 

II. Word Exercise 3?» 

III. Phonic Exercise and Chart .... 34 

Lesson II. — I. Readinj^ 3g 

II. Word Exercise 41 

III. Phonic Exercise 42 

Lesson III. — I. Reading 43 

II. Word Exercise 44 

III. Phonic Exercise 46 

Lesson IV. — I. Reading- 47 

II. Word Exercise 49 

III. Phonic Exercise 51 

Lesson V. — I. Reading 52 

II. Word Exercise 56 

• III. Phonic Exercise 58 



vili CONTENTS. 

Lesson VI. — I. Reading- 60 

II. Word Exercise (52 

III. Phoiiie Exercise C4 

Lesson VII. — I. Reading: 64 

II. Word Exercise 67 

III. Phonic Exercise 68 

Lesson VIII. — I. Reading 70 

II. Word Exercise 73 

III. Phonic Exercise 74 

Lesson IX. — I. Reading 70 

II. Word Exercise 77 

III. Phonic Exercise 79 

Lesson X. — I. Reading- 81 

II. Word Exercise 84 

III. Phonic Exercise 85 

Lesson XI. — I. Reading 85 

II. Word Exercise 80 

III. Phonic Exercise 92 

PART III. SCRIPT AND PRINTED SENTENCES. 

Chapter I. Script Sentences 94 

Chapter II. The Transition from Script to Print . 104 



A TEACHER'S MANUAL. 



PART I. THE PREPARATORY WORK. 

Few children can be taught to read at three years 
of age ; most children five years old need special prep- 
aration, because their senses and their powers of imag- 
ination and attention require training. Good teach- 
ers, realizing this, generally preface or accompany the 
instruction in reading by what may be called Prepar- 
atory Work. As outlined in this Manual, such work 
includes Picture and Conversation Lessons, Practice 
in Representation, Invention, and Combination, and 
Instruction in Color, Form, etc. 

As a preparation for reading, picture lessons are 
better than object lessons, because pictures appeal 
more directly to the imaginative faculty of the child, 
and direct rather than stimulate thought. In the Pic- 
ture and Conversation Lessons the teacher will begin 
by showing her class a picture, and will by query or 
suggestion lead each child to observe it in an orderly 
manner. She will thus compel him to use his eyes in 
reading the picture, that he may thereupon tell the 
story it tells him. 

Outline pictures to be displayed on the Instruction 
Frame are furnished with this Manual. They rep- 
resent objects familiar to little children in a great 
variet}^ of relations. 



2 PREPARATORY WORK. 

The Picture and Conversation Lessons which follow 
are designed to illustrate the Preparatory Work, and 
to serve as a basis for whatever the teacher may intro- 
duce from her own experience or ingenuity. 

CHAPTER I. 

PICTURE AND CONVERSATION LESSONS. 

LESSON I. PICTURE A. 

Talk with the class to gain their attention and put 
them at their ease ; then place Picture A upon the 
Instruction Frame, and proceed as follows : — 

Teacher. Teli me what you see in this picture. 

Children. I see a dog. I see a boy. I see a cat, etc. 

T. What do you see on the table ? 

C. I see a lamp on the table. 
I see a box on the table. 
I see books on the table. 

T. What is the boy doing ? 

C. He is playing with a ball. 

T. Where is the ball ? 

C. The ball is in the air. 

T. Tell me more about the boy. 

C. He tossed the ball. He threw the ball. He sees the 
ball. The boy will catch the ball. 

T. Tell me something about the ball. 

C. It is in the air. It will fall. The ball is round. 

T. Good ! Can you find anything else in the picture ? 
Point to it and tell me about it. 

C. This apple is round. The top of this (pointing to the 
andiron) is round. 

T. Very good ! Find something in this room that is 
round like the ball. 



PICTURE AND CONVERSATION LESSONS. 3 

C. I have a round ball in my hand. 

I see something romid on the table. 

My head is round like a ball. 
T. Excellent ! Tell me what you see on the floor in this 
picture. 

C. I see a dog. 

I see a cat. I see an apple. 
T. Where is the dog ? Where is the cat ? 

Where is the apple ? 
C. The dog is on the mat. 

The cat is near the table. 

The cat is between the boy and the table. 

The apple is in front of the cat. 

The cat is in front of the boy. 

The apple is under the table. 
T. Almost ! How do you think the apple came there ? 
C. I think it fell from the table. 

I think the boy threw it upon the floor. 

I think the baby dropped it. 
T. Ah, where is the baby ? 
C. The baby is sitting in her mamma's lap. 
T. What is she doing ? 
C. She is playing with her doll. 

I think she is talking to it. 
T. So do I. Who is looking at the baby ? 
C. The dog is looking at the baby. 

I am looking at the baby. 

You are looking at her. 

We are looking at her. 
T. Very good! Who can tell me a story about this 
baby ? Let each one tell a different story. 
C. This is a good little baby. 

This baby sits in her mamma's lap. 

This baby loves to play with her doll. 

I think she loves to play with the dog. 



4 PREPARATORY WORK. 

T. So do I. Have you a dog at home ? 
Do you like to play with your dog ? 
Does the dog like to play with you ? 
Let us play that we are taking the things off the table. 
I will take the box. 

C. I will take the books. I will take the lamp. 
T. I am afraid it is too heavy for you. You had better 
take the box and let me take the lamp. Oh, how heavy it 
is I What do you think it has in it ? 
C. I think the lamp has oil in it. 
T. So do I. But can you guess what this box contains ? 

After the children have guessed several times tell 
them you hnoic what is in it because this (pointing to 
the word candy') tells. 

T. Who can see something in this room like what you 
see in the picture ? 

When an opportunity has been given to each pupil 
to tell something seen in the room, the teacher may 
say good-by to the class and let the pupils pass quietly 
to their seats. 

In using this and the other pictures for conversa- 
tion, observation, etc., lead the children to see under 
your direction, but let them as far as possible think 
and talk for themselves. 

The first two pictures, A and B, represent objects 
the vocabulary of which is given on page 27. 

Many other words may be introduced incidentally. 
The main purpose of the teacher should be to give the 
children a more intimate acquaintance with certain 
words, and more practice in using them, especially such 
as occur repeatedly in the first few reading and lan- 
guage lessons. 



PICTURE AND CONVERSATION LESSONS. 5 



LESSON II. PICTURE A. 

Place Picture A upon the Instruction Frame and 
proceed. 

Teacher. Children, look at this picture. 
Now close your eyes, all of you. 

The teacher removes the picture from the Instruc- 
tion Frame. 

T. Now tell me what you saw, one story from each of 
you. 

First pupil. I saw a lamp on the table. 

Second pupil. I saw a cat playing with an apple. 

T. That will do. I want you to look again now and tell 
me a story without saying " I saw." Please say ivas. 

The pupils look again, and, when the teacher has 
removed the picture, say, 

C. The boy was playing ball. 

The baby was in her mamma's lap. 

The dog was, etc. 
T. Very good ; try this game once more, using in your 
story the word has. 

C. The baby has her hand on the doll. 

The mamma has the doll in her hand. 

The cat has an apple before her. 

The mantel has a fan on it. 

The box has candy in it, etc. 
T. Try this again ; in every story I want the word near, 
C. Near the lady's chair I see a dog. 

Near the fan I see a vase. 
T. Say it differently. 
C. I saw a doll near the little girl. 

Let them play the game of telling, with on^ under., 



b PREPARATORY WORK. 

over., hy the side of^ etc., that they may be trained in 
framing- such sentences as 

I see a log under the mantel. 

There are two books under the picture. 

The lamp has a cloth under it. 

The ball is over the boy's hand. 

The dog lies on the mat by the side of the chair. 

The chair is beside the table. 

One book is on the other. 

The shade is over the lamp. 

The picture is on the wall. 

The sunshade is over the lady's head. 

The fan is by the side of the vase. 



LESSON III. PICTURE A. 

The teacher places Picture A upon the Instruction 
Frame and asks such questions as, "Who is in it? 
What is in it? Where is it? Doing what?" and 
the pupils answer in complete sentences, thus : — 

T. Who is in the picture ? 
C. I see a boy in the picture. 

A lady is in the picture. 

There is a baby in the picture. 
T. What is in the picture ? 
C. There is a dog in the picture. 

I see an apple in the picture. 

I see a chair in the picture. 

There is a cat in the picture. 

There is a log in the picture. 
T. Where is it ? 
C. The lamp is on the table. 

The dog is near the bottom of the picture. 



PICTURE AND CONVERSATION LESSONS. 1 

The log is in the corner. 

The cat is on the floor. 

The fat man is on the mantel. 

The table is in the middle of the room. 

I find a lamp on the table. 

The mat is on the floor. 

The mamma sits in the chair. 

The dog lies on the mat. 
T. What are they doing in the picture ? 
C. The mamma is holding the baby. 

The baby is playing with her doll. 

The cat is playing with an apple. 

The boy is playing ball. 

The lady with a sunshade is taking a walk. 

By carefully prepared questions or simple directions 
the teacher may lead the pupils to varied forms of 
expression in their answers, so that they will not in 
each case say, " I saw," or " There is." 

T. Now we will make some I think stories. Tell me 
what you think of what you see in the picture. 
C. I think the mamma's name is 

I think the baby's name is 

I think the kitty is white. 
T. Let us close this lesson by telling some / like or / 
can stories suggested by the picture. 
C. I like apples. 

I like to play with a doll. 

I can light the lamp. 

I can carry a sunshade. 



PREPARATORY WORK. 



LESSON IV. PICTURE A. 



The teacher, looking at the picture on the Frame, 
begins a sentence and directs the pupils, one after 
another, to complete it : — 

T. On the floor 

C I see a mat. 

there is a mat with a dog on it. 

I see a kitty playing with an apple. 
T. On the table 
(7. there is a lamp. 

there is a cloth. 

there is a box of candy. 

there are two books. 

Require the pupils to transpose the above sentences 
as in the following exercises : — 

T. What is on the table ? {Pointing to the lamjp.) An- 
swer in a story. ♦ 

C. A lamp is on the table. There is a lamp on the ta- 
ble. I see a lamp on the table. 
T. What else is on the table ? 
C. There is a box on the table. 
I see two books on the table. 
The table has a cloth on it. 
T. What do you see on the floor ? 
C I see an apple on the floor. 

I see a boy standing on the floor. 

The teacher will continue to call for completed sen- 
tences, pointing to parts of the picture : — 

T. I find at this end of the picture — 

C. a log. 

T. I find at that end of the picture — 

C. , a boy. 



PICTURE AND CONVERSATION LESSONS. 9 

T. I find at the top of the picture — 

C. a mantelpiece. 

T. I lind at the bottom of the picture — 

C. a dog. 

The teacher will then ask the children to tell each 
story completely : " I find at this end of the picture a 
log," etc. She will then bring out the action of each 
element of the picture, thus : — 

T. The mamma is , 

C. holding the baby. 

T. The baby is 

(7. playing with her doll. 

sitting in her mother's lap. 

smaller than her brother. 
T. The dog is 
C. lying on a mat. 

looking at the baby. 
T. The cat is 
(7. playing with the apple. 

near the table. 
T. This room, like ours at home, has, 
G. . 



The outline Chart Pictures may be colored by 
teachers or pupils at slight expense. They should be 
kept out of sight when not in use, so that the children 
may not become familiar with them except under the 
teacher's direction. 



10 PREPARATORY WORK, 



LESSON V. PICTURE B. 

The teacher, gathering the children about her in a 
group, places Picture B upon the Frame and says : — 

Teacher. I can see a story in this picture ; I want you to 
help me tell it. Once on a time there was a — 

John, boy, 

T. Yery goody but not just right, for there are three 
boys in the picture. There was a — 

Mary* nest. 

T. Not quite right, I want you to think of something 
before " nest." 

Sarah. A bird. 

T. That 's right. Now Sarah may tell the whole of what 
I was about to say. 

Sarah tells the story. Once on a time there was a bird — 

T, A bird ? Who ever saw a bird ? Where ? What 
was the name of the bird ? Are there many about here ? 
Did you ever look at a bird closely ? Was it like the bird 
in the picture ? 

You could n't tell because he flew away I 
Why did he fly away ? How could he ? 

Such questions should be introduced repeatedly for 
the purpose of interesting the quiet and retiring pupils, 
drawing them out, making them feel at home, etc. 

After questioning the pupils awhile the teacher may 
lead them to talk about the nest which the little bird 
made, to suggest what it was made of, where it was 
built, etc. 

If they are inclined to talk too much, the teacher 
may restrain them, and call back the attention of the 
class, by telling how the bird built his nest on one of 
the highest branches of a tree ; and how the high 



PICTURE AND CONVERSATION LESSONS. 11 

wind broke off a great many little branches and one 
large one which brought the nest to the ground. 

T. The little bird was killed. See how pitiful the little 
boy looks as he takes it up carefully, while the other boy 
picks up the nest and looks to see how many eggs are not 
broken. How many are there on the ground ? Who ever 
heard the wind blow ? Where was it ? What happened ? 
What do we call it ? Do we call it a storm ? If it does 
not rain or snow while the wind is blowing, do we call it a 
storm ? How many were ever out of doors in a gale ? 
When was this gale ? How many think it was in the night ? 
Why ? 

If nothing more is gained by such a lesson as this 
than to secure the confidence of the children or to 
cultivate their acquaintance and make them feel at 
home in her presence, the teacher need not be discour- 
aged ; this of itself is making great progress towards 
teaching reading. 



LESSON VI. PICTURE B. 

Eequire complete statements. 

Lead the children by questions to vary the form of 
the statement, as in the following exercise : — 

I. Teacher. What can you find in this picture ? 

Children. 1 find , , , . 

I can find , , , . 

I see , , , , . 



Here is , , , . 

There is a , and , and a 



11. T. What can you see on the ground ? 
C I see sticks on the ground. 
I see branches on the ground. 



12 PREPARATORY WORK. 

Here is grass on the ground. 
I see eggs on the ground. 

In tlie middle of the picture there are three boys 
standing on the ground. 

III. T. What broke the limb off? 
C. The wind broke it off. 

T. Who ever saw the wind break off a limb ? 
How do you know the wind did it ? 
Who ever saw the wind ? 
Who ever felt it ? 
What can the wind do ? 
What do we make the wind do ? 

IV. T. What has the little boy? 

C. This little boy has a hoop in his hand. 

That little boy has a kind face. 

That little boy has two hands, as I have. 

That little boy has a nest in his hand. 
T. What has he been doing ? 

Where are these boys going ? 

What do you see in the distance ? 

V. T. What did this boy do ? 

C. This boy picked up a little bird. 
That boy picked up the bird's nest. 
This boy came along and saw the nest. 
That boy saw the poor little bird. 

VI. T. What will the boy do ? 

The teacher may complete this lesson by allowing 
the children to exercise their own imagination, and 
describe pictures which might be drawn to complete 
the story shown in this picture. 



PICTURE AND CONVERSATION LESSONS. 13 



LESSON VII. PICTURE B. 

The teacher will lead her pupils to complete the 
sentences which she begins : — 

Teacher. I know 

Chlldreii. that this nest is . 



that this boy has in his hand. 

that this picture is before me. 
T. I think 

C. this boy's name is John, 

that boy's name is James, 
that this bough blew down in the night, 
that this nest, etc. 
that this bird, etc. 
T. Think of an object you have at home like something 
you see in this picture, and tell me about it. 

Think of an object you have seen like something you 
see in this picture. 

Who has something to tell me, immediately, as I 
point ? ( Teacher points to tree., egg., nest, bird.) 

Say something about what I point to in this picture 
{using Picture B) and use the word I give. 
hard, 
soft, 
smooth, 
bright, 
good, as, " The ground is hard." 

In conducting the Conversation Lessons with pic- 
tures or objects, require from the pupils complete 
statements; further than this, do not allow them to 
be anxious about the form of expression. 

Curiosity should be awakened by questions and sug- 
gestions, or by leading pupils to compare what they 



14 PREPARATORY WORK. 

see with what they have seen. A request to associate 
some objects in the picture with similar objects, which 
they have seen at liome or on the playground, some- 
times helps the pupils to forget themselves and to be- 
gin to talk. 

LESSON VIII. PICTURE C. 

The teacher puts the picture upon the Frame where 
all the class can see it : — 

T. What does this picture say ? 
C. Here is a little bird. 

He is sitting on a tree. 

I see a little boy in the picture. 

Both the boy and the bird have on caps. 

The little boy is on the ground. 

He has a book in his hand. 

I think the bird's name is Dick. 

I think the boy's name is Tom. 
T. Play that I am Dick and talk to me ; — ask questions 
of me. 

Tell me the whole story which this picture seems to 
tell. 

The teacher will develop other exercises from the 
centre of this picture, as in Lessons V., VI., and YII. 



LESSON IX. PICTURE C. 

The teacher places Picture C upon the Frame, and 
calls attention to objects not noticed in Lesson VIII. 

Teacher. Now, children, let us find some other stories in 
this picture. I want you to help me tell them. 

What do you see on this side of the picture ? {i^oint- 
ing). 



PICTURE AND CONVERSATION LESSONS, 15 

Children. I see a house on this side. 

I see a woman- 

I see a milk can. 
T. Is it a large house ? 
G. No, it is not. 

T. What do we call such a house as this ? 
C. We call a little house like this a cottage, 
T. Right Now, what part of this cottage do you see ? 
C. I see the door. 

I see the doorstep. 
T. Finish my story for me. I see a (pomting) 
C. woman, 

7\ Coming out of the (pointing) 
C. cottage^ 

T. To take the (pointing) 
C. can of milk. 

T. Who brings the milk to 3^our house ? 
C. The milkman. 
T. Now let us tell the wliole story. 

The teacher pauses to let the children say without 
her the italicized words : — 

T. and C. I see a cottage ; a woman is coming out of 
the door^ to take tJie can^ which the milkman has left on 
the doorstep. 

In the same manner the teacher calls attention to 
the two girls with their school books. The children 
may be asked to guess the names of the boys and girls 
and to compare these boys and girls with others whom 
they know. 



16 PREPARATORY WORK. 



LESSON X. PICTURE C. 

The teacher will continue to draw out the story of 
Picture C as follows : — 

Teacher. Tell me about the can in this picture. 
Children. The can is on the doorstep. 
The can has milk in it. 
The man brought the can. 
T. Tell me about the boy and his book. 
C. The boy has a book in his hand. 
His book is shut. 
There are pictui^es in his book. 
T. How do you know ? 
C. There are words in his book. 

I think it is a school book. 
T. Tell me about the doorstep. 
C. This doorstep is made of stone. 
It is a low step. 
There is but one step. 
It is close to the door. 
T. I think these trees — (C finish). 
I think this bird — 
I think this girl — 

Tell me the story which the whole picture tells. 
By pointing in a suggestive way to different char- 
acters in the picture, lead eacli child to frame a dif- 
ferent story. Whenever a pupil makes a mistake in 
pronunciation or construction, the teacher should re- 
peat his answer, correcting' it, and then repeat the 
question, that the pupil may have an opj)ortunity to 
correct himself, thus : — 
John. They was in the nest. 

T.J quietly remarking J " answer as I do,'' says : — 
They icere in the nest. 
Where were thev ? 



PICTURE AND CONVERSATION LESSONS. 17 

J. They were in the nest. 

T. AVhere were the girls ? 

J. They were on their way to schooL 

T. Where were the chickens ? 

J. They were near the hen. 

Unconscious repetition by the pupil effects more 
than sharp correction by the teacher. 



LESSON XI. PICTURE D. 

The teacher gathers the class in a group about the 
Instruction Frame, and places Picture D upon it. 

Teacher. What do yon see in this picture ? 

Children. I see a boy. I see a girl. 

T. Tell me what the boy has. 

C. The boy has a pair of skates in his left hand. 

His right arm holds a basket. I think his right hand 
is in the basket. 

T. Very good. Tell me more about the boy. 
C. He has on shoes. He has on a hat. He has a flag 
in his hat. 

T. Look at the picture again and tell me what you see, 
using the word has in each story. 
C. The dog has on a collar. 

The dog has a curly tail. 

The dog has four legs. 

The dog has a piig nose. 

The man has his right hand in his coat pocket. 

The man has a traveling-bag in his left hand. 

The girl has a basket in her left hand. 

The girl has on a long sack. 

The girl has a cape over her shoulder. 

She has a slate in her right hand. 

She has on mittens. 



18 PREPARATORY WORK. 

She has fur on her sack. 

The sack has fur on it over the packets. 

The gii'l has on a fur collar. 

She has long hair. 

She has large buttons on her sack. 

The house has windows. 

The house has a chimney. 

The slate has a sponge on it. 
T. Find something in this picture that we use in the 
schoolroom. What do we use it for ? How do we use it ? 
Find something that we nse at home. What do we use it 
for? Find something that boys use. How? Give names to 
this boy and girl, and tell the story which this picture tells. 

The outline pictures furnished with this Manual, 
prep>are<i especially to teach the words used in the 
Primer, have been used for the illustrative lessons ; but 
teachers are advised to procure other pictures, and to 
collect as many and as great a Yariety as possible. 
This may be done at slight expense by buying cheap 
wood-cuts or chromos, which are as good for our j)ur- 
poses as more expensire engravings. 

The use of pictures requires tact on the part of the 
teacher, sympathy with little children, a knowledge of 
their likes and dislikes, and skill in reaching the duller 
minds and turning their activities into proper chan- 
nels. It is not difficult to interest the bright pupils 
and to set them to talking ; but to stimulate the slow- 
minds, and to set the indolent at work, one must know 
how to kindle enthusiasm, excite interest, and secui'e 
attention. Children may look with their eyes and not 
see with their mincls ; the teacher must be sure that 
they do both. 



REPRESENTA TION. — IN VENT I ON. 19 

CHAPTER II. 

REPRESENTATION. INVENTION. COMBINATION. 

The second department of preparatory work, out- 
lined on page 1, involves practice in simple representa- 
tion, invention, and combination. Its special purpose 
is to develop in the case of little children the principle 
that perceptions may be communicated from mind to 
mind by means of simple but definite forms or out- 
lines which naturally suggest the objects they represent. 
This principle lies at the foundation of all written ex- 
pression, and makes reading possible. Children easily 
learn to make rude representations of objects, and take 
delight in using this primitive language. Practice in 
it, under the direction of an ingenious teacher, will 
keep children pleasantly occupied, lay a foundation 
for the study of drawing, fix the habit of doing simple 
things methodically, and lead them to pass uncon- 
sciously but gradually to the more philosophical and 
serviceable language which employs letters, words, and 
sentences to express thought. 

I. Give the children colored sticks, beads, shoe-pegs, 
tooth-picks, or splints, and encourage them to place 
these on their desks or slates, so as to make such forms 
as are represented on the small cards furnished with 
the Primer. Teachers will help the children or show 
them at first, but later on should require them to work 
without assistance. The cards should be placed upon the 
Instruction Frame, that the children may make the 
forms at their desks. 

II. The children may be trained to make more 



20 PREPARATORY WORK. 

complex and tasteful forms on perforated cardboard 
by stitching along the perforated lines with colored 
worsted. Children find delight in this kind of work, 
and may be trained to exercise remarkable taste in 
color, and skill in construction. 

III. The constructive faculty may be developed and 
the children's fingers kept busy by making paper 
chains of colored paper, link by link, by pasting to- 
gether the two ends of a narrow strip of paper about 
three or four inches long and a quarter of an inch wide. 
These paper chains are easily made by the youngest 
children. The teacher need not give much attention 
to this work, if each child is provided with a small 
bottle with a broad base and neck for mucilage, and a 
splint. The children may be trained easily to dip the 
splint into the mucilage lightly, and to touch the pa- 
per with it before folding. The exercise requires care 
and attention on the child's part rather than knowl- 
edge or skill. 

IV. Splint and paper weaving is an exercise with 
which primary teachers are more or less familiar. 
Strips of colored paper are woven into a differently 
colored sheet of paper, which is cut into strips through- 
out its entire surface, except a margin at each end. 
A very great variety of designs is produced, the num- 
ber of which is constantly increased by the inventive 
powers of teacher and pupils. 



LESSONS IN COLOR. 21 

CHAPTER III.i 

LESSONS IN COLOR. 

Let the pupils begin their work in color the first 
clay they enter school. 

Materials. Colored sticks, paper, chalk, worsted, 
silks, bits of ribbon, patterns, cards. 

Methods, From a number of forms and objects 
having the three primary colors, select one, and ask 
the pupils to observe its color ; then let them select 
something in the room having the same color ; think 
of something they have seen, having that color, and 
give its name. Pupils may color simple diagrams at 
the board, using colored chalk. Study in this way 
yellow, red, blue, orange, green, purple ; then their 
tints (produced by mixing white with the colors), and 
shades (produced by mixing black with the colors). 

Children should learn to know these colors, and to 
arrange them in harmonies and scales as follows : — 

Harmonies : Yellow and purple. 
Eed and green. 
Blue and orange. 

Scales, for example : — 

Dark red. Red. Light Red. 

Later, the pupils will make more extended scales, as, 

1. Lidigo. 1. Pink. 

2. Dark blue. 2. Light red. 

3. Blue. OR 3. Red. 

4. Light blue. 4. Dark red. 

5. Blue white. 5. Maroon. 

1 For the contents of chapters III., IV. , and V., the author is greatly 
indebted to Mr. Henry J. Bailey, of the Massachusetts State Board of 
Education. 



22 PREPARATORY WORK. 

For first lessons in arrangements, the colored sticks 
used by kindergartners are best ; later use colored tab- 
lets, or pieces of pasteboard, and for pasting, colored 
paper. 

For further information respecting methods and 
plans of work, teachers are referred to — 

White's Industrial Drawing, Revised, Bool^I., pp. 
10, 15, 19. Ivison, Blakeman & Co., New York, 1888. 

Teachers' Manual, Prang's Shorter Course, pp. 44, 
74, 104, 139, 141. 

Prang's Color Chart and Manual, Prang Educa- 
tional Company, Boston, 1888. 

Miss Crocker's Lessons on Color in Primary 
Schools. Interstate Publishing Co., Boston, 1883. 



CHAPTER IV. 

LESSONS IN MODELING IN CLAY. 

Moulding in clay is an important auxiliary in 
teaching form and in developing ideas of form. 
Moulding is simple and delightful work for the chil- 
dren, and may be introduced into primary schools at 
slight expense. It is of especial value when the pupil 
has a model or object to study and to reproduce in 
clay. 

Matey'ials, Sculptors' clay is best, as it is free 
from particles of grit usually found in brick-yard clay. 
Potters' clay of fine grade will do. Each pupil should 
have a piece of thin oil-cloth six inches by eight. The 
clay should be kept in some nearly air-tight receptacle. 

Method^ etc. The clay when ready for use is soft 
enough to be easily moulded, but not so soft as to ad- 



PREPARIiXG on I GIN A L DESIGNS. 28 

here to the fingers, or feel sticky. If the clay becomes 
hard, break it into small j^ieces, sprinkle it well with 
water, and wrap it in a wet cloth until it is soft, then 
work it into a mass. If the clay becomes too soft let 
it stand exposed to the air until it is sufficiently dry. 
Cut the clay by means of a fine, strong string. Giv^e 
each pupil about a cubic inch for each lesson. The 
clay is moulded with the fingers, by rolling it between 
the palms of the hands, and by striking or rolling it 
upon the oil-cloth placed on the desk. 

Valuable suggestions as to a logical course of in- 
structions, and hints upon how to proceed in each les- 
son, may be found in — 

White's Industrial Drawing, Revised, Book I., and 

Prang's Manual, Use of Models. 



CHAPTER V. 

PREPARING ORIGINAL DESIGNS. 

Exercises in design are intended to stimulate the 
inventive faculty, to train the judgment, and to lead 
the child to clear observation and careful expression. 

Materials. Sticks, tablets, colored paper, etc. 

Method^ etc. Let the pupils first imitate a design 
presented to them by the teacher, either drawn upon 
the blackboard, made of paper, or, better, applied to a 
handkerchief, or apron border. Then, using the same 
units, let each make a different arrangement. 

The various arrangements are : repetition in a 
straight line, alternation in a straight line, repetition 
around a centre, alternation around a centre, and sym- 
metry. In straight line arrangements the spacing is 



24 PREPARATORY WORK. 

of prime importance ; in radial arrangements, the 
strength ; that is, the union of the parts with the cen- 
tral form ; in symmetry, the perfect balancing of parts 
upon both sides of a central line or axis. 

In pasting colored paper units upon a ground, to 
put designs into a permanent form, use 

One color only in straight line. Repetition. 

Two colors only in straight line. Alternation and 
in repetition around a centre. 

Three colors only in alternation around a centre. 

One, two, or three colors, in symmetr}^ 

In eacli design, have all units of the same shape 
and the same color. 

These exercises are intended to quicken observa- 
tion, and to train children to compare their ideas, and 
to express them in a tasteful and orderly manner. 

For complete and minute directions on this subject, 
teachers are referred to Prang's " Manual of Form 
Study and Drawing," which contains illustrative les- 
sons in design and much information concerning 
material, arrangement, and representation. 



PART II. FIRST STEPS IN READING. 



The child has been trained by the preparatory 
work to get thought from pictures, rude outlines of ob- 
jects, moulded forms, etc. He is now ready to attempt 
something more difficult : he is to learn to read. The 
constructive part of the work, as in drawing, mould- 
ing, and designing, has helped to develop the ability 
to grasj:* thought fully as much as it has trained the 
child to observe and converse, for he does not see 
thoroughly until he is required to reproduce. This 
principle applies to subsequent work. Reading and 
language must be taught together. 

Readino" is oettin"^ thouoht from the written or 
printed page. It is no passive mental operation, how- 
ever, for it is thinking, and the most difficult form of 
thinking. To read is to think, but while we read we 
cannot think at random ; we are compelled to think 
in lines prescribed by the visible symbols of thought, 
written or printed sentences, and we read when we see 
these symbols and think as they direct. 

The following ten lessons (the eleventh is given as 
introductory to the more advanced work and sugges- 
tive of what may be done after the first steps have 
been taken) cover several weeks. The length of time 
will depend both upon the aptitude of the teacher and 
the intelligence of the pupils, but the words are to 
be taught thoroughly, how much time soever may be 



26 FIRST STEPS IN READING. 

required. The teacher will begin with script sentences 
on the blackboard, but, as soon as possible, will re- 
quire the pupils to put words together on the Instruc- 
tion Frame^ so as to make stories, and to write stories ; 
that is, to talk with the pencil. For this purpose a 
good list of words will contain, — 

Names of objects familiar and interesting to little 
children, like a top^ a hall, a doll ; 

Names of actions which have been associated with 
these objects (top, doll, etc.) many times in the expe- 
rience of the average child ; such words as spin, hit ; 

And relation words, such as the children have em- 
ployed thousands of times in conversation, to express 
the relation of simple objects to one another or to per- 
sons, as in, on, my, Ms, 

A good list of words ought also to be such a group 
as may be made the basis for advanced work in read- 
ing*- 

As reading is thinking in prescribed lines, the main 

purpose of teaching reading should be to train chil- 
dren to think in the best lines, — those which the best 
thinkers and writers have established. 

It is believed that the list of words here given an- 
swers both requirements ; that it is not above the level 
of the average child, and that it provides a good be- 
ginning for the advanced work, the development of 
the reading habit. 

Teachers are advised to teach these words from the 
blackboard, writing the sentences, the lists of words, 
and the letters for phonetic drill, at first on the board. 
The script forms for the words taught, furnished with 
the Instruction Frame, may then be placed on it, and 
used for subsequent drill. 



VOCABULARY. 27. 

The following is the first vocabulary : — 







VOCABULARY. 




a hat 


a cap 


it 


he 


the table 


in 


a mat 


snap 


hit 


she 


the chair 


a pin 


a bat 


lap 


bit 


his 


pretty 


tin 


Nat 


rap 


sits 


her 




spin 


sat 


tap 




my 






a cat 






you 
me 






a top 


on 


a can 


a box 


tall 


hop 


has 


a fan 


the dog 


call 




a rabbit a man 


a boy 


all 




% 


ran 




a girl 






had 






a ball 






a little 






a bird 


• 




a big 






an apple 






a good 






the candy 
a hand 
a flag 
an egg 
a nest 
a doll 
a tree 




I 


see 


This is 




There are 




I have 


Here is 


\ 


Here are 





28 FIRST STEPS IN READING. 

LESSON I. 
I. READING. 

The aim of this, as of all tlie lessons, is to train pu- 
pils to see a sentence at a glance, and to think it out. 
This is reading proper. This lesson, being the first in 
reading, is made more conversational and indirect than 
would be advisable later, and in this respect may be 
compared with Lessons IV. and V. 

The teacher will gather the children in a group 
around her, twelve or fifteen being as many as can 
properly be taught simultaneously, and will show them 
such an object as a jrm, which is a very good one to 
begin with. 

Teaclier. What can you say about this ? 

Childreti. I see a pin. You have a pin. 

T., giviiig the pin to one of the children. What can you 
say? 

(7. I have a pin. 

T. Do you think I can say what you have said ? Let me 
try. Now listen, and hear me say it. 

Taking the pin in her hand, as one of the children 
did when saying " I have a pin," the teacher says : — 

I have a pin. 

Asking one of the children to hold it before her, as 
she did for the class, the teacher says, speaking each 
sentence softly and smoothly, with different emphasis 
or inflection in each case : — 

I see a pin. 

You have a pin. 

T. I can say what you did, can I not ? Can you say it 
as I did ? 



LESSON L — READING. 29 

The pupils will try to imitate the teacher, speaking 
softly, smoothly, and with pleasing emphasis or inflec- 
tion in each case. 

T. Very good. Do you think I can say what I did with- 
out moving my lips ? 

C. No, yes. 

T. Now see me try ; I think I can, that is, if this crayon 
will help me. 

The teacher, taking the pin in her hand as the chil- 
dren did when they said " I have a pin," writes on the 

blackboard (jf AtZ^U^ iZ ^^^^ and the chil- 
dren read it. Let one of the class try to say it as the 
teacher did (with the crayon), the teacher helping the 
pupil by guiding his hand while he forms the letters 
correctly, or by writing the forms faintly for the pupil 
to trace and make heavier. Let the class read that 
sentence. 

Copying each new word as it is taught in the read- 
ing lesson helps to fix the form of the word in the 
pupil's mind, and is therefore an important auxiliary 
of the reading lesson. 

Copying words and sentences trains the child to talk 
with the pencil, and he learns to do this as easily and 
as naturally in connection with his reading lesson as 
he learned to talk when he was younger by listening. 
His first efforts in both cases will be crude and un- 
satisfactory, but he learns by trying to do what the 
teacher does. 

He should have good copies, script words and sen- 
tences like those furnished with the Instruction Frame, 
and he should not be required during the first year to 
write much without copying. 



80 FIRST STEPS IN READING. 

To vary the exercise, let the teacher take a small 
flag in her hand, and, having placed upon the Frame, 
or written upon the board, 







ask her pupils to write a story. The pupils will write 

— her J 

pressed 



— her action having suggested the thought to be ex- 



The correct forms of the letters, a, 5, c, etc., should 
be taught in the regular writing exercise, which is not a 
part of the reading lesson. Any good Writing Man- 
ual gives the necessary directions to teachers, and the 
order of teaching the letters — /, ?/, r, etc. The pupils 
in learning to write the letters, learn to name them, 
which will be a lielp in learning to spell. 

Language, the art of putting words together to ex- 
press a thought, should be taught daily. Conversa- 
tion lessons, oral and written, with pictures or objects, 
or both, should accompany every reading lesson, 

T. Let me say something more for you to read. 

Asking one of the children to hold the pin, that she 

may see it, she writes, (y d€^ €1 flP:^!^. 

She will help the children to read it, and to write 
this sentence for the others to read. 

After a few minutes' conversation, the teacher calls 
upon some one to read the first sentence again, taking 
the pin in her hand to suggest the form of the thought. 



LESSON L — READING. 31 

Pointiiiof to the second sentence while one of the class 
holds the pin before her, 

T. Can you read this ? 

Point to the part of the story (first sentence) that says 



The child points to it, with assistance, if necessary. 
T. Point to the part of this story (second sentence) that 

says C/ d€^. 

The pupil points to it. 
Putting the script form 



upon the Instruction Frame, and the picture of a pin 
to the right of it, the teacher says, " Who can read 
this?" 

Mary. I have a pin. 

The teacher, putting the script form (^ d€^€- 

upon the Instruction Frame, sticks a pin into the 
Frame at the right of the idiom, and asks, " Who can 
read ? " 

John. I see a pin. 

Allow the children to put the idioms C/ /l€l^€- 

and Cy d^-^ on the Frame, with the word €1 ^^^. 

Do the same with the word^a^, or with pictures of 
other objects. The pictures are provided with the In- 
struction Frame. 



32 FIRST STEPS IN READING. 

Require the class, one by one, to read all the stories 
(simple sentences) which their little instructor has 
thus prepared for them. 

In these first steps in sentence teaching, each sen- 
tence should be short, consisting of a simple idiom 
like / have, or / see, and a single word, the name of 
some object familiar and interesting to a child, among 
those given on page 27. 

It has been found that the idioms are easily learned 
indirectly if the pupil is led to associate them with 
words which, together with the idiom, complete any 
particular thought, as the word j;m presents, with the 
idiom / have, the thought, / have a 2^in. The child 
who has grasped the thought of a sentence has 
learned to read it. Each idiom must be presented to 
the class a great many times and with a great many 
different words ; hence the necessity of a large num- 
ber and a great variety of sentences. Even if the 
change is A^ery slight, it will make the sentence diffi- 
cult enough for young children. They need to see 
words many times and to associate them repeatedly 
with other words representing other ideas. 

The teacher is advised to introduce in this lesson 
two idioms and two words. Either word is taught 
better by giving the pupil another to compare it with, 
than if it were attempted to teach one alone. The 
idioms are / have and / see, and the words are 7;//^ 
and flag. 

I have is the special idiom taught, and a 2)in the 
special word. 

The teacher is advised to vary this lesson a little 
and repeat it several times. 



LESSON I.— WORD EXERCISE. 33 



II. WORD EXERCISE. 

The reading lesson proper is based upon the fact 
that children will learn to read by the sentence method, 
which is undoubtedly true ; but children taught by 
this method alone find difficulty in recognizing words 
at sight, are tempted to guess at the meaning of a 
sentence instead of thinking it out with pi*ecision, and 
know only such words as they have been taught. They 
need word drills and sound drills aside from the regu- 
lar reading lesson, to supplement the sentence method 
and make it effective. 

In connection with each lesson in reading one exer- 
cise will, therefore, be given in recognizing words, and 
another in phonics, both to be given on the same day 
as the reading lesson, but at a different time, in order 
to train the class to recognize words quickly and to 
pronounce them at sight. The class need not be told 
what influence this is intended to have on the main 
line of work, reading. 

Gathering the children about you in a group, start 
a conversation or picture lesson which will excite the 
curiosity of the class concerning some object, as a fan; 
show them the fan and write its name upon the board, 
or when they give the oral name say, " I will show you 



its name, writing 

Show the children Picture A. Ask them what 
they can see. Ask them to find something like what 
you have concealed in a box. Open the box and let 
them see a fan. Let them find it in the picture. Ke- 
quire them to show you where its name is on the board. 



34 FIRST STEPS IN READING. 

Ask the class to find the word /fe^ and put it upon 

the Frame. 

Place the real fan by the side of the word. Let 
some child do it. 

Draw the picture of a fan on the board and write 
the vfovd^an in it several times. 

Draw a larger fan on the board and let some child 
try to copy the word inside this drawing. 

Write the word upon the board in large script, or 
put the script form upon the Instruction Frame, and 
require the children to copy it upon their slates. As- 
sist your pupils, as on page 29, and do not expect cor- 
rect forms at once. The subsequent writing lessons 
will help in this direction. Writing and reading 
should be taught together. 

Write the word 2n7i upon the board. Ask " Who 
knows what this is ? " Say to the pupil who thinks 
he knows what it is, " Bring me this," pointing to the 
word />17Z / " Bring me this," pointing to the wordy«/i. 
Ask the pupils to bring the script forms. Require 
them to put each word on the object it represents. 

Drill in the same way on flag ^ the word introduced 
in the reading lesson, p. 30. 



III. PHONIC EXERCISE. 

This exercise is to be given on the same day as the 
first reading lesson, but at another hour. It is to be 
considered as play. Special pains must be taken during 
the first few weeks to keep the pupils from fixing their 
attention consciously and closely on letters as the 
signs of sounds. All the teaching in phonics at first 



LESSON L— PHONIC EXERCISE. 35 

should be indirect, incidental, and more or less me- 
chanical, for every attempt to fix the pupil's attention 
consciously on letters as the signs of sounds weakens 
the mind's ability to take in words as wholes and to 
associate words with ideas. If in reading the sen- 
tence, " The house is on fire," the attention is fixed 
first on A, and the sound it represents, then on oil and 
the sound it represents, and then on s, etc., very little 
mental power can be devoted to grasping the entire 
thought, or to reading it. 

The first steps in phonics should not, therefore, be 
conscious word analysis, but slow pronunciation of 
very simple words, and chart drill, which is entirely 
mechanical. 

The teacher will pronounce certain words in a sen- 
tence slowly, that is, with perceptible pauses between 

the sounds : — 

m-a-n, f-a-n, r-a-n, 
p-i-n, t-i-n. 

She will then ask the class to repeat them. Very 
simple words should be taken at first. They should 
be pronounced by the teacher, and afterward by the 
class, in a lively manner, not in a drawling tone. 

The following will serve as an illustrative exer- 
cise : — 

Teacher. On my way to school this morning, I saw a 
boy playing b-a-U. 

What was he playing ? 

Do not require the children to pronounce the word 
slowly, but praise them when they do so voluntarily. 

T. I saw another boy playing with a t-O-p. 

What was the first boy playing ? 
C. B-a-U. 



86 FIRST STEPS IN READING. 

T. With what was the second playing ? 
C. At-o-p. 

T. Very good. Show me the picture of a t-O-p. 
The child shoivs it. 
T. Show me a b-a-U. 
Shown. 

T. Put the ball in my h-a-n-d. " 
The child obeys. 

T., shoicmg the 2ncture of a hand. What is this ? 
C. A h-a-n-d. 

T. This? Showbif/ 2^icture of a ball, 
a Ab-a-U. 

T. And this ? Showing a top. 
C. A t-o-p. 

T. I mot a man on the street with a ti-n c-a-n in his 
h-a-n-d. I think there was milk in h-i-s c-a-n. 
C-a-n you tell m-e the story I told you ? 

Let the children try to tell it as the teacher did. 

As a different exercise in phonics, put this phonetic 
chart upon the Instruction Frame, or write it upon 
the board : — 



LESSON I. — PHONIC EXERCISE. 37 

PHONETIC CHART. 



■'T 



A / 'C-Zl soft 'C-'/'l hard /2 

^ ^ € -t^ soft ^ hard ^ -^ as in tliiiik. 
(J. -^ soft d-ri ^ 1^ €^^ as in that. 



'Ule -O-h ^11 -iZt 

^ as in jpole. -^^ as in ^ool. ^x ^^ as mfoot. ^ se 
^ ^ -^ as in full. // rn 

ci^^a <iut <x^ I 

The teacher will point to each letter in order, and 
say : — 

Make these sounds as I make them : 

m- n- ng- 

Children imitate the teacher. 
T. Very good ! Now these (pointing) : 

1- r- p- 
C. imitate. 



38 FIRST STEPS IN READING. 

Pronounce all the sounds represented on the chart, 
and require the children to reproduce them as well as 
they can. Do not try to have them learn each letter 
and its appropriate sound by fixing attention upon it 
alone. Drill on the chart as a whole, so that they 
may learn to associate the sounds with the letters me- 
chanically, automatically. Sooner or later, if you 
allow time enough, the children will form a habit of 
uttering the proper sound at sight of the character 
which represents it. 

Any teacher may train herself to give these sounds 
correctly if she will observe how the sounds are made 
when a word containing them is pronounced properly ; 
as, for instance, m-a-n, spoken naturally, will give the 
correct enunciation of in and n (the initial and final 
sounds). S-i-ng will give the correct enunciation of 
ng (final). 

The drill on this chart as a whole may seem too dif- 
ficult for beginners ; but it is not. Remember that 
the drill is to continue day after day for a year or 
more. The principal purpose of the chart drill is not 
to teach letters, or sounds, but to form and cultivate 
in an unconscious manner correct habits of enuncia- 
tion. 

LESSON II. 
I. READING. 

Review of words already taught. New words, hat^ 
mat^ top. 

The teacher converses in a natural and pleasant way 
with the children, until she has secured the attention 
of the class, when she asks, '' How many would like to 



LESION II. — READING. 39 

have me talk with the crayon as I did yesterday? 
How many think they can understand me ? " Then, 
after some questions as to what the last lesson in 
reading was about, what was said about it, etc, the 
teacher writes, on the blackboard, 

cf dee <i /un^ (^ Aa^e ^ A^n, 

and asks such questions, or applies such tests as have 
been already suggested. After this the review may be 
continued by writing the sentences repeatedly upon 
the blackboard in different parts of the room with 
crayon of different colors, or in script of different 
sizes. All such devices interest children and help to 
secure their attention. 

After placing on a table near the children some 
script cards (such as are furnished with the Instruc- 
tion Frame), request the children to select those which 
are familiar, and place them upon the Frame for the 
class to read ; or the teacher may say : — 

T. Find (y^ A-tz^xe n A^t/^. 

Find ^ yl^^. 
Find Cy ^^e. 



Find C/ '/I'tZ^-e. 

Take this picture of a fan and put upon the Fran.t 

Take this picture of a top and show us, 



J 



40 FIRST STEPS IN READING. 

The teacher gives an idiom and word already 
taught, and says : — 

Tell a story with these, and let us see if the class can 
read it. 

All such exercises in composition (the construction 
of written sentences), even before the pupils have 
learned to write, will be a great aid to them in learn- 
ing to read. Reading and Language should ahcays 
he taught together. 

After several trials of a picture (as of a hat), the 

teacher may slip the script form n /ttZ^ over the 

picture, and say, " Now the story is the same ; what 
word is this?" (pointing to hat^. Each pupil may 
then be required to try to copy this word on the board 
with the teacher's assistance, or may be sent to his seat 
to copy it on his slate. Copying a word helps to fix 
it part by part in the pupil's memory. 

After a thorough drill on the word hat by the meth- 
ods already suggested, the teacher may say, " Give me 
a word that sounds like hat^ and bring it to me from 
among the script forms." The pupil brings the word 

4^1^^. and the teacher takes it in her hand. 

T. See if you can tell me what I write now. Writes: 



{!.) CJ 



{2.) 






) C/ ^t-a^u^^ -a 4t€n. 



LESSON II.— WORD EXERCISE. 41 

(4-) Cy d-ee €i A^€. 



(5.) C/ d€^e -a 

{6.) of /i€iue -tz A^ii. 

T. Find the sentence (in script forms) that looks like 
this {pointing) : {!.) {2.) (3.) (6.) (4.) (5.) 

The pupils will select from the script cards the 
words which form these sentences (1.)^ (2-)» (^0? ^^^'•> 
and put them in order, on the Frame. Keep the chil- 
dren's minds active ; hold their attention, and excite 
their curiosity by varying the methods of presentation 
when teaching- these idiomatic sentences. 

II. WORD EXERCISE. 
Let the teacher put the words 

A-lft^ ^nal^ Atz/j and jfiZ^ 

upon the Instruction Frame. Require the pupils to 
bring the words to you, one after another. Let them 
in each case tell you what each word is by using it 
orally in a sentence. 

Put these objects, mat^ pin^ hat^ andy«?i, upon the 

table ; write upon the board, €1 jL^tZft^ €1 ^l-l"^^ 

etc., and let some pupil bring the object as you write 
the name. 

Show the object, and let the pupil point to its name. 

Arrange in a column, on the Instruction Frame,the 
words taught, and let the class pronounce them rap- 
idly, downward, upward, alternately, etc. 



42 FIRST STEPS IN READING. 

Let them frame sentences containing one of these 
words, two of these words, etc. 

Let them take the words from the Instruction 
Frame, and place each on the object it represents. 

Ask the pupils, one by one, to point to the word 
they like best in this list, and tell why. 

Ask a pupil to point to these words as you describe 
the objects represented by them. 

Aim to teach every word naturally and objectively. 
The association between the object and the word rep- 
resenting it is made strong and serviceable by inter- 
esting the child in the object, and then leading him to 
think and talk about it. 

III. PHONIC EXERCISE. 

Continue the drill on the chart, as in the previous 
phonic exercise, with slow pronunciation. 

T. Point to the m-a-t. Child points, 

" theb-a-t. 

" N-a-t (picture). " " 

" a p-i-n. " " 

" a t-o-p. " •' 

" th-e 1-i-t-t-le box. Child points. 
" a b-oy. 
Bring me an a-p-p-le. 
" " the c-a-n-d-y. 
" " a f-l-a-g. 
" " a-n e-gg. 
" " a d-o-ll. 
C-a-n a r-a-b-b-i-t f-l-y? 
'Wh-a-t c-a-n f-l-y? 
a A b-i-r-d c-a-n f-l-y? 

Assist them to pronounce slowly. 



LESSON III. — READING. 43 

T. Put your hand on your d-e-s-k. 

C. follow the teacher s direction. 

T. R-a-p on your d-e-s-k. C. r<zp. 
T-a-p your d-e-s-k. C. tap. 
S-n-a-p the d-e-s-k. C. snap. 

T. Where is the c-a-n-d-y ? 

C. It is on the table. 

T. Where is the f-l-a-g ? 

C. In your h-a-n-d. 

T. Where is the r-a-b-b-i-t ? 

G. In the b-o-x. 

T. H-i-t the b-o-o-k with your p-e-n-c-i-1. 

C. obey. 

Such exercises are to be given several times every 
day, not with the reading lesson, but wheuever it is 
convenient. 

LESSON III. 

I. READING. 

Put upon the Instruction Frame the words which 
have already been taught, pin., fii^h tnat., hat^ fl^9' 
Ask the pupils to bring you the objects they represent, 
one after another, and tell you what each is, thus : — 

This is a hat. 

This is a mat. 

This is a pin. 

Write the sentences, as they give them, on the black- 
board. Let the pupils read each sentence. After all of 

them have been written, erase the idiom Cy/l^d €4- 



and put in Cy AeZ-ue. Erase Cy ^^^i^ and 
put Cy ^^1^ in each sentence. 



44 FIRST STEPS IN READING. 

Taking a pin in your hand, show it to the class, say- 
ing, " This is a pin." Ask some pupil to find the 
story (the sentence) among the script forms and place 
it upon the Frame for the class to read. 



Put upon the Frame after the idioms Cz/t^d ^d- 

and Cy ^tZ^e and Cy d^^^ pictures, as of a 

cat, a dog, a boy, etc., and let the pupils read : — 

This is a cat. 

I see a boy, etc. 

Write, on the blackboard , all the sentences which 
have been taught, and point to them promiscuously, 
requiring each pupil, as you call his name, to read at 
sight, without hesitation, the sentence to which you 
point. 

II. WORD EXERCISE {ffteen minutes). 

The teacher, placing on the table some candy 
wrajDped in paper, says ; " This is " (writing on the 

board) C^^n^^^. " It is on the table, find it." 

A pupil finds it and brings it to the teacher, telling 
her what it is as he unrolls the paper. 

Let the pupil hold the object by the side of its writ- 
ten name. 

The teacher shows the picture of a bird, of a boy, 
of a girl, etc., saying, '' Tell me about this, and this," 

etc. ; then suddenly pointing to the word €'€Z'^t^^-l 

says : " Tell me about ^/iis." 

C It is sweet. It is made of sugar. 
I love it. 



LESSON III. — WORD EXERCISE. 45 

T. Bring me, writing the word ^^tZ^H-. 



Bring me, writing the word, ^l-tZ'l'. 
Bring me, writing the word ■C-tZ'^l^'t/'. 



Write on slips of paper the words already taught, 
and ask the pupils to place these slips on the objects 
indicated by the written words. 

The teacher, pointing to the picture of a hat, a fan, 
a mat, etc., says : " Put the word upon the Instruction 
Frame." 

The pupil puts the script form upon the Frame. 

The teacher says : '' Tell me a sentence you have 

read containing this word," pointing to -€1 ^^^^. 

" and this," 'pointing to ^ 'flfZ^. 

Require the class to copy carefully every word 
taught. 

In all the work, sentence teaching, word lessons, and 
phonics, use the script forms. Do not stop to print 
the sentences or the words. 

The best teachers use script at first rather than 
print, because it is easier for children to copy the 
written forms, and because it is unnecessary, and 
therefore useless, for a child to learn two forms, print 
and script, the former to be soon superseded by the 
latter. The youngest pupils soon learn to write, and 
this accomplishment is of great service to them in lan- 
guage and spelling. The sentences should be written 
by the teacher in a large and bold style, at different 
times, in different places on the board, in various col- 



46 FIRST STEPS IN READING. 

ors, etc. Lessons on the blackboard afford an oppor- 
tunity for unlimited repetition in the presentation of 
words, and in testing the pupils' knowledge of them. 
Children who have been taught the script forms in a 
natural manner are unconscious of any troublesome 
differences between the script and print letters, and 
pass readily from reading script to j)rint. 



III. PHONIC EXERCISE (ten orffteen minutes). 

The chart drill is continued for the purpose of 
teaching slow pronunciation. 

T. I saw on the street to-day, 
a b-oy playing b-a-U. 
a b-oy playing with a t-o-p. 
a m-a-n with a c-a-n in his h-a-n-d. 
Tell me what I saw. 

Children, with the teacher's assistance, tell it as the 
teacher did. 

T. Hear me tell you what there is in my room, at home. 

On the floor there is a b-i-g m-a-t. 

Over the mantel hangs a picture in which I can see a 
1-i-t-t-le b-i-r-d and a n-e-s-t. I think the bird s-i-ts in 
h-i-s n-e-s-t. 

Tell me what there is in my room at home. 
C, loith the assistance of the teacher say : — 

On the floor there is a b-i-g m-a-t, etc. 
T. Tell me what I have in my hand. 
{The teacher may use objects or j^icttcres.) 
C. You have a m-a-t in your h-a-n-d. 

You have a b-i-r-d in your h-a-n-d. 

You have a n-e-s-t in your h-a-n-d. 
T. St-a-n-d u-p. {Children ohey.) 



LESSON IV. — READING. 47 

S-i-t d-o-wn. {Children obey.) 
P-oi-n-t to the cl-o-ck. {Children obey.) 
P-oi-n-t to m-y d-e-s-k. {Children obey.) 
G-oo-d b-y. 



LESSON IV. 

I. READING. 

In this lesson the new points to be illustrated are 
silent reading, by which the class act out the stories 
instead of reading them, and the reading of the idioms 
/ have and / see with pictures or objects instead of 
words. By such exercises the idioms may be presented 
in new relations of great variety, before a large writ- 
ten vocabulary has been taught. 

The teacher shows a picture and says : — 

Tell me what you see, Tell me quickly, one after an- 
other. 

Children. I see a bird. 

I see a tree. 

I see a boy, 

I see a girl. 
T. Very good ! Now look at the table and tell me what 
you see (initting different objects on tlie table). 
C. I see a slate. 

I see a book. 

I see a cap. 

I see a ball. 
T. imtting on a different hind of a hall or one of an- 
other color. 

C. I see a ball. 

I see a ball. 

I see a ball. 



48 FIRST STEPS IN READING. 

T., leaving the hall on the table and taking the crayon : 
Let me tell you the story here ; writes : — 

C. read : I see a ball. 

T. What is this ? {pointing to I.) 

What is this ? {pointing to a ball.) 

What is this ? {pointing to see.) 

Who will show me this story on the Instruction 
Frame ? 

C. with the assistance of the teacher select the script forms 

and put Cy d-€-€- -fl €^^€4^ upon the Instruction Frame. 
Let the class try to copy the sentence. 

Put the idiom Cy ^^^^ with the word hall., 
and let the children read. 

T., pointing to Cy ^ilZ^€. What is this ? 



Pointing to Q/ d^€-, What is this ? 

T. Read {putting objects &r pictures after the idioms). 
C. I have (a book), I see (a picture), I have (a top), I 
see (a doll), I have (a ball), etc. 

T. Make this story really happen {writing or p)utting it 

upo7i the Frame) ^ Cy 'rl-€l'U€- ^ -tt-tZ^-t. 

Pupil takes the hall and gives it to the teacher. 

T. Make the story real for yourself. 

Pupil takes the hall himself. 

T. What can you say now ? 

C. I have a ball. 

T. That 's right. Make this story real, 



putting after (J/ 'fl-gZ^€- (a book). 



LESSON IV. — WORD EXERCISE. 49 

C. takes a book, saying : I have a book. 

T., putting (a pin) after Cy ^^ l^€. Make this real. 

G. takes a pin, saying : I have a pin. 

T., putting (a ball) after (y c^^^, says, Make this real. 

(7., at the suggestion of the teacher, takes the hall and 
looks at it intently. 

T. What can you say now ? * 

C I see a ball. 

Teacher continues the exercise with other words or 
objects or pictures. 

T., taking a ball and looking at it intently, says, Tell 
this story for me on the Instruction Frame. 

C.'puts on the Frame C/ d€€' €1 -U-fZ^^. 
T. Tell this {taking the ball in her hand). 

.// / // 

Apjupilputsuponthe Frame cj/ ^/-^^^^ €1 €i€l'Z--t. 

T. Very good. How well you can tell the stories with- 
out speaking. Good-by. 

The children take their seats. 

II. WORD EXERCISE. 
T. On my way to school this morning I saw (writing on 

the blackboard) ^ ^^-t^, 

a A ball. 

T. That is right. When I first saw this ball it was on 

the ground, but very soon (^writing and sounding) -^ ^il-tP^J^ 
came running along and picked it up. ^ 



60 FIRST STEPS IN READING. 

Children hesitate, and look at the neiv ivord. 

2\ What is that ? Who can guess who picked it up ? 

a A boy. 

T. Very good. Now tell me the whole story just as I 
told it to you. 

A pupil. On my way to school this morning I saw {looking 
at the hlackhoard) a ball, and when I first saw it, it was on 
the ground, but very soon {looking at the hoard) a boy 
came running along and picked it up. 

T., pointing to (a boy), What does this say ? 

a A boy. 

T. And this ? pointing to (a ball). 

a A ball. 

2\, taking the hall, Point to the name of this. 



child points to -^ -tt-tZ^t. 



T. Point to the name of this {putting her hand on one 
of the hoys in the class). 



Children 2^oi7it to €1 -^^'^, 

T. Put the name of this {showing the hall) upon the In- 
struction Frame. 

A pupil selects the proper script form and puts it upon 
the Instruction Frame. 

T. And this (pointing to a hoy). 

A pupil puts ^ -^^^ upon the Frame. 
/ 

T. This {writing ^ ^€l-i on the hlackhoard) is what 

boys use to hit the ball with. Find this {pointing to the 
word). 

Pupil finds ^ -^^^ 



LESSON IV. — PHONIC EXERCISE. 61 

T. Do you know this word ? 

C. Yes, ma'am ; we learned it the other day. 



T. Tell me this word, then, {pointmg to) €1 -tlt^ 

7!/ 



and this, {pointi7ig to) ^ ^^^^. and this, {pointing to) 



T. Very good. Now we will see who can copy these 
correctly on their slates. 

The teacher, putting the script form of each word 
upon the Frame, assists the children to copy them 
carefully on their slates. 

In some such way teach girl and doll. 

III. PHONIC EXERCISE. 

1. Chart Brill. 

The teacher, pointing to the chart, enunciates 
m- m- m- 
1- 1- 1- 
r- r- r- 

P- P- p. 

Who can do this as I do it ? 
Who would like to try it ? 
First watch me and listen. 

The teacher gives each of the first three or four 
sounds several times. 

The class imitate the teacher, following her letter 
after letter, as she gives all the sounds represented on 
the chart. 

2. Slow Pronunciation. 

T. Pronounce slowly the names of what I show. 



52 FIRST STEPS IN READING. 

The children pronounce slowly as the teacher shows 
the object or picture : — 
m-a-t. b-a-t. 
h-a-t. top. 

T., holding up the j^icture of a doll, Tell me a little story 
about this. 

C. I see a d-o-U. 
You h-a-ve a d o-U. 
Th-a-t i-s a d-o-U. 
T., shoiving the lyicture of a cat, Tell me something about 
this. 

C. I see a c-a-t. 

The c-a-t c-a-n m-ew. 
I h-a-ve a c-a-t. 

Let the teacher tell short stories about other objects 
and require the children to repeat them. 



LESSON y. 

I. READING. 

1. Silent Reading. 

T. Make this story real {writing rapidly), 



A pupil, when called on, takes a cap in his hand and 
looks at it intently. 

T. Make real {ivritlng rapidly), 



A pupil, when called on, takes a ball from the table. 
T. Make real, or read silently, This is a hat. 



LESSON v. — READING. 53 

A pupil, when called on, takes a hat from the table 
and places it over the written word hat. 

Continue, letting the pupils use a picture rather 
than an object, with : — 



1. cf <^-a^^ €1 €^^A. 



2. O/A^d^ ^^ u ^<?4, 
4:. c/A^d ^d ^ A^l. 



5. Cy /i^4^^^ -tz ^^^^-t. 

6. cy' d^^- ^ ^^. 

8. Cy d€-€' -€1 -U-^M. 

9. C/Ji^d ^d -a ^izA, 

10. Cy A-a-ue ^ Ac?^ 

11. (y d^€^ ^ ^-fz/. 

12. c/A^d ^d ^ -a^^u 

13. Cy A^MA-e ^ A^^^. 

14. (y d€^€^ -tz A^l. 



54 FIRST STEPS IN READING. 

15. cyA^d^ -td^ -^ 'm^tzZ. 

16. Cy dee ^ -aipdyt. 

17. C7 dee €i j/u<n. 

18. (y -riiz^e -tn. ^^^. 

19. cyA^d ^d -a A^/. 

20. cyA-id ^d <i ri^^^l/. 

21. G/ A^i^e ^ ^€1^. 

22. (^ A^^e -a- Ai^X 

23. C^ ^^'^ ^ dted^. 



24. C/ ^^iJ-e -tz 

Tliese sentences contain only such words as have 
been taught in the preceding lessons. Only four of 
them have been outlined, but these represent more 
than twenty-four actual lessons. In other words, each 
teacher is supposed to have given lessons sufficiently 
like the four already given in this manual to teach 
thoroughly the words and idioms in the previous list. 
The variety of methods to be used in this department 
may be studied in the lessons which follow. 

2. Oval Reading. 

T. Now let lis try to read these stories aloud. {Poi7iting 
to 20), John, read. 

Require the pupil to read the sentence instantly 



LESSON v. — READING. 65 

while the teacher passes the pointer over it, from left 
to right. If a child knows the sentence, that is, if he 
grasps the thought (the silent reading is the test of 
this), he should not be allowed to hesitate when re- 
quired to express the thought orally. Fix the habit 
of reading promptly at sight what is thoroughly com- 
prehended or thought out. 

T. Mary, read {pointing to 15). 
James, read {pointing to 10). 

Class, read { point iyig to 5), and so on through the 
list. 

The teacher, putting upon the Instruction Frame 
the three idioms taught, 



(J 



0/, 

slips one of the words already taught, " a cap," " a 
hat," or " a pin," upon the Frame at the right of one 
of the idioms and requires the child to read. 
C. reads, I have a hat. 

or, This is a cap. 

or, I see a pin. 

3. Written Exp)ression. 

The teacher takes a pin in her hand, looks intently 
at it, and says : — 

Tell this for me on the Instruction Frame. 

The pupil puts upon the Frame Cyd€€- -tZ ^^^H, 
jT., giving the pupil a hat. Tell your story. 



56 FIRST STEPS IN READING. 

The pupil puts upon the Frame 

Use all the sentences given on pages 53 and 54 for 
exercises like these in composition, combined into sen- 
tences on the Instruction Frame. 

To teach number 9, the teacher should place the 
picture of a cap upon the Frame. The pupil immedi- 
ately puts above or below it, 

II. WORD EXERCISE. 

71, giving one of the girls a doll. Tell me what you 
can say, on the Frame. 



The pupil puts upon the Frame Q/ 4t^^e (a doll), 



^ /> 'picture 



or Cy "^-^d^ ^"^ (a- doll), holding the object itself on 

the Frame. 

T. This is the way I would do it, writing on the hoard., 

Cy A€7^'t^€' ^ €1-0^/^/!. Who can do it as I did, on 

the Frame ? 

A pupil finds the word doll in script by comparing 
the script forms with those on the board, and jjuts 



-na-ue €1 ^d€>44- on the Frame. 

T. Very good. Show me the word doll. 
Show me the word hat. 
Show me the word cajp. 
$how me the word hat. 



LESSON v.— WORD EXERCISE. 57 

Put the doll over the word that stands for it on the board, 
upon the Frame. Find the word doll in this list of words. 
Have this list written on the board. 



cap bat 


doll 


boy doll 


hat 


doll pin 




girl ball 


mat 


doll 


pin 


boy girl 


cap 


T. Find it again. 




Once more, and so on. 


Pronounce rapidly by columns downward. 


Class or single jnq^il. Cap, boy, doll, etc. 


7\ From left to right, pointing. 


C. cap, bat, doll, 




boy, doll, hat, 




doll, pin, 


etc. 


T. Bring me the object or picture when I point to the 



nsLme, 2^oi7iting to ^771^/^ -C^A^ ^C^4t\, /t^4t. 

A pupil brings the object or picture as the teacher 
points. 

T. Read this. Writes : CV dee -tZ iiZ^^^l. 

Fupils hesitate. John. I don't know that word, point- 

ing to ^^ 4^^u^^€. 

T. Very well. I will make this story for you. Shows 

the picture of a rabbit to John. 

John. I can read it now : '' I see a rabbit." 

T. That is right. Mary, read it. Mary reads. James, 

read it. James reads. Class, read it. The class reads. 

Drill the pupils on this word rabbit., as on the word 
dolL 



58 FIRST STEPS IN READING 



III. PHONIC EXERCISE. 

1. Chart Drill 

T. Give me the sounds of the letters as I point to them. 

The teacher points to the first five letters on the 
chart, then skips one, and comes back to it. 

The teacher points to each letter twice or three 
times, or to one letter three times, and to the next let- 
ter once, and so on. 

T. Sing the sounds in the scale, c?o, re, ??w, /a, sol. Now 
let us try this with the sounds on the chart. 

4^ -n 4^0^ 



-i ^ 4tfZ ^ 4^ 

^le ^ A €7ll ^t ^se 



-eel -ell -^ce -^s p €^ le 

2. Slow Pronunciation. 

T. In our reading lesson this morning we learned one 
new word, let us see if you can remember what it was. 

W-a-s i-t {writing) -iLs=T-tZ=^t .^ 

C. No, no ! I know ! I know ! 

T. No matter, wait and let me guess. You can tell me 
when I guess right. 

W-a-s i-t (writing) -U'=€l='t i^ 
C. No, no. 
T. W-a-s i-t {writing) -a=<?^U .^ 



LESSON v. — PHONIC EXERCISE. 59 

W-a-s i-t {writing) ^^^l 



C, Yes, yes ! 

T. Yes, I th-i-nk th-a-t w-a-s one, but was n't there 
a-n-o-th-er ? Let us see, th-a-t w-a-s {tvriting) 

a No, no ! 

T. Why, wh-a-t w-a-s i-t ? Oh, I know n-o-w, i-t 

w-a-s {writing) €'=€l=yt. 

a That 's right ! That 's right ! 

T. Very good. What is this word ? pointing to ^ -^-fZ-^. 



and this, pointi^ig to ^ ^(?^. and this, pointing to 

€1 '^^^^ See if you can say them as I do. 

A c-a-p. 
A b-oy. 
A g-ir-1. 
T. Now let us see if you can do what I say. 
Show me your h-a-n-d-s. 
Show me your ey-es. 
Show me your n-o-se. 
Show me the c-l-o-ck. 
Show me the d-oor. 
Show me the w-i-n-d-ow. 

The children point or obey the teacher as she 
says : — 

T-a-ke your s-eats. 
C-ome h-ere. 
S-t-a-n-d u-p straight. 
G-oo-d b-y. 



60 FIRST STEPS IN READING, 

LESSON VL 

I. READING. 

The teacher puts upon the Instruction Frame or 
writes, on the blackboard, Cy ^^^€- and the pic- 
ture of a top. 

A pupil reads. 

The teacher slips over the picture or writes the word 

^-O^ and a pupil reads. 

The teacher, writing upon the board in large script 

^ 'tiP^lj asks a pupil to hold up at the left of this 

word other words which will make a story (a sen- 
tence) to read. 

Pupil No. 1 places Cy 'rt€l'U€ before the word 

and the class read, " I have a top." 

The teacher, writing €1 -l^yl again upon the board, 

calls on pupil No. 2, who places Cy d€.€' before the 

word, and the class read, I see a tojj. 
T. Who can make another story ? 
Pupil No. 3 forms the sentence, " This is a top." 
T. Make each one of these stories real : pointing to 



Pupil No. 4 takes the top in his hand and looks at 
it intently. 



LESSON VL — READING. 61 

T. The teacher points to (y /itZUe ^ /-tp/l.. 
Pupil No. 5 takes the top in his hand. 

T.^ taking the ivrltten ivords ^ ^IOyI in her hand. 

See me do it. 

T., pointing to the sentence on the hoard^ 

Who can make this story real ? 

Pupil No. 6 takes the word from the teacher and 
places in her hand the top itself. 

By such devices teach the words apple., fl^^gi and 
hox. 

Ask the class to name the things they can see in the 
room, requiring in each case a complete statement, like 
I can see a desk. 
I can see a slate, 
then turn quickly to the board, saying, " I will tell you 
what I can see," and write : — 



Cy iz-a<^^ d€^e ^ A^i^. 
Cy ^€m d€€^ <i -tt^A. 

The pupils will read these sentences as fast as you 
can write tliem, if you introduce only such words as 
have been taught. 



62 FIRST STEPS IN READING. 



II. WORD EXERCISE. 

The teacher writes upon the board the word ^o/;, say- 
ing, " What word is this ? " 

T. Show me the thing. {A jiiixnl gets the tojy.) 
Find this word {pointing to ^Hop ") again. 

A pupil finds it elsewhere on the board, or among 
the script forms on the table. 

T. Mary, you may come and try to make this word over 
again. 

Mary comes and traces in colors the word which the 
teacher has written. 

James, encouraged by the teacher, tries to make it 
underneath the written word without tracing it. 

Sarah tries to do the same. 

T. Very good. You may all try to make the word top on 
your slates. 

The pupils try, and if the result is a word anything 
like the copy the teacher should be encouraged. If the 
pupils are not learning to write they are learning to 

see. 

T. What can be done with this top ? 
What can boys do with it ? 

C. Spin it. 

T. Whatsinns? 

C. The top spins. 

T. Very good. " The top spins." That is the way it 
sounds. This is the way it looks. Writes ifpon the hoard 
or futs ujpon the Instruction Frame, 



/^A a^. 



dfund. 



LESSON VI.— WORD EXERCISE. 63 

T. Point to sjnns. C. point. 
Point to tojj. C. 2^oint. 

The teacher writes sjmi with crayons of different 
colors in different places on the board. Write other 
words taught, and ask the pupils to find this word 
among them. 

T. Have you learned a word that looks like this ? 

a Pin. 

T. Correct. Who can write it here ? 

Pupil 1 writes it, on the board. 

Pupil 2 writes it, on the board. 

The teacher changes each word to sjyin by making 
an s at the left of the ^;. 

Let the pupils do it. 

Let the pupils erase the s and pronounce the word 
before and after erasing. 

7\, taking a little ball in her hand. What can I say 
about this ball ? 

C. It is a little ball. 

I see a little ball. The teacher icrites this sentence 
as the pupil gives it. 

This is a little ball. The teacher wriles this sentence 
as the pmpil gives it. 

See this little ball. The teacher ivrites this sentence 
as the pupil gives it. 

T. AVhat does this say ? Pointing to the woixl ^tZ^, 

the word -l^-td, the word -t-tt^^^, 



€, 



T. Find -^/^^^ as many times as you can on the 
board. 

The pupils do so. 



64 FIRST STEPS IN READING. 

Teach big in the same way. 

Write the word little upon the board in very small 
script, write big in large script, and let the children 
try to copy these words on the board and on their 
slates. 

Write upon the board or place upon the Instruction 
Frame a list of all words taught to this point. Re- 
quire the pupils to find the new words. Require them 
to point to the object as you point to the word. 

III. PHONIC EXERCISE. 

1. Continue the Chart Drill as outlined in previous 
lessons. 

2. Repeat the exercises in slow pronunciation, intro- 
ducinof with care everv word which has been taus^ht. 
Write each upon the board as you pronounce it slowly. 

At the close of the exercise let the class take their 
seats in turn after pronouncing slowly one word as 
you point to it, e. g. : John says p-i-n as you point to 
the written word ^jz?i, and takes his seat. 

LESSON VIL 
I. READING. 

The teacher, holding a box before the class, says, 
" What can you see ? " 

C. I can see a box. 

The teacher writes this sentence upon the board and 
the pupils read it. 

The teacher, holding an apple and a flag before them, 
writes, 



LESSON VIL — READING. 65 



C^ ^^€1"^ d€^€. ^ j/^^tZ. 



Allow tlie pupils, one after another, to put stories 
like these upon the Instruction Frame for the rest of 
the class to read. Let them look at the copy on the 
board and select from the script forms placed upon 

the desk the words €l4z^^€^^ ■^t^l^^ and ^€><:c. 

Encourage them to place before the class, 

cy d-ee €1 ^{?^. 

Cy d-e-e ^ Z^^- 

Teach the word candy and the word i?i, by showing 
them a box with candy in it, and then writing, 

Showing the picture of a big dog, write, 

cy/u'j^ 4d ^ -d^a ^^. 

This is a little dog may be taught in the same way, 
and the word €it? ^^ written as a copy for the class to 



write. 

Drill on the words docj^ candy ^ and 6oa% as indicated 
in previous lessons. 



66 FIB ST STEPS IN READING. 

Teach a few words thoroughly. Do not be satisfied 
to say of a word, it is taught, till the class can recog- 
nize it in any sentence like 



dee 



o-^e 



€d -Id 



Write simple sentences containing the words little 
and hig at the left of the name words which have 
been taught, as 

^d ^d -tZ ^/^ €t(Z€€. 
Show the picture of a rahhit and write 



-^d ^d -fZ 4/Z€l€^^^. 

Ask the children to put upon the Instruction Frame 
other stories about the rabbit, as 



d€-e €1^ 4^a 




Be sure that the idioms in script are on the table 
where the children can find them easily. 



LESSON VI L— WORD EXERCISE. 67 

II. WORD EXERCISE. 

T. Name what I do {snapping her finger on the table). 
Can you do it ? Tiy ! 

Say the word as I say it : d-^^=<tZ=Ay ivriting 



it on the hoard. 

C. Snap. 

The teacher erases " sn " and writes " c." 

T. Now what is it ? 

C. Cap. 

The teacher taps upon the table with her finger and 
changes the word on the board, saying : — 

Now it is /^A. 

The teacher writes ^^^ upon the board and lets 



the pupils try to make it d^€l^y -C-tZfty ov ^tZj, 

Put the word p)in upon the board and let one of the 
pupils erase the p ; then ask the class to give sen- 
tences containing the word left, in. 

Write the word mat^ and ask who can change it to 
the name of this, showing a hat. 

Put before the class a list of the words already 
taught, and drill the pupils on pronouncing them at 
sight. 

Let one of the pupils, turning his back to the 
board, repeat the words he remembers in the list 
learned, and require another pupil to point to each as 
he pronounces it. This may be made an interesting 
game. 

Let one of the class hold up objects or pictures, the 



68 FIRST STEPS IN READING. 

names of which may or may not be written on the 
hoard, to catch the class in pointing- or not pointing to 
the words which correctly represent what is exhibited. 

Much is gained by generally teaching the words in 
a phonetic order. C-f/^, then h-at^ then h-at, then 
th-at ; or i-t^ then h-it., then 6-i7, and so on. 

In the same way from the word rcf/j teach ^«p, and 
from 7nat teach sat. 



III. PHONIC EXERCISE. 

1. Chart Drill 

Drill the class in sounding the letters on the chart, 
leaving one letter unsounded between each pair, as 
m n I r t d^ etc. 

The object to be accomplished is to make the sound- 
ing of these letters as mechanical or automatic as pos- 
sible. The pupils need to form the habit of uttering 
certain sounds at the sight of certain letters. 

2. Sloiv Pronynciation. 

Let some pupil pronounce words slowly while an- 
other pupil repeats and uses each word in a sentence. 

Fujnl 1, m-a-n. 

Fup'd 2, man. The man is here. 

Piqnl 1, h-a-t. 

Piqyil 2, He has his hat in his hand. 

Or the teacher may ask : — 

What can you see ? 

Fiqjils. I c-a-n s-ee a h-a-t. 

I c-a-n s ee a-n a-p-p-le. 
T. What can you d-o ? 



LESSON VIL — PHONIC EXERCISE. 69 

P. I c-an walk. 

I c-a-n t-a-lk. 

I c-a-n s-ee. 

I c-a-n r-u-n. 

3. Twenty-five sentences which may be taught as 
suggested in the preceding lessons : — 

1. I see a fan. 

2. This is a pin. 

3. I have a top. 

4. I can spin the top. 

5. The top spins. 

6. I can tap this apple. 

7. I can rap this box. 

8. I can bat the ball. 

9. I see the big flag. 

10. I have a little flag. 

11. I see a big dog. 

12. I have a little candy. 

13. This girl is a big girl. 

14. The flag is in the box. 

15. The candy is in the box. 

16. I have a little rabbit. 

17. This is a big rabbit. 

18. I can tap the can. 

19. I can see it. 

20. I can snap this little ball. 

21. I see the top on the box. 

22. I see the apple in the box. 

23. I see the pin in the box. 
' 24. This is a little boy. 

25. I see a little pin. 

Use objects and pictures. Remember the advan- 
tages of silent reading, making each story real. 



70 FIRST STEPS IN READING. 

LESSON VIII. 
I. READING. 
The teacher writes and the children read at sight : — 



1. Cy dee ^n €iAA' 

2. c/'/i^d ^d ^ piu 



3. Cy ^t€i^e €1 4iiZ 

4. c/^Hd -i-d -c-tz^ei^u. 

5. Cy dee -ez A'l-^lte ^^/. 

6. c/Ae -^^y A^l /-/Ud ^^^. 

7. 6/ €^-€1^ dee //le /tt^^. 

8. CyA^d /t^^t ^d ^^ ^n^ 



9. (y^ €^€i4t dee ^ne ^t^^. 
10. (y €^tz^^ A'fz^e l/ud i^pA. 

T. Tell me what I erase. Erases rapidly sentences 1, 
6, 7, 9, 3, etc. 

A pupil tells what 1 was. 
A pupil tells what 5 was. 
A pupil tells what 7 was. 

T. Writes: (0ee /A^ ^oA. "What have I writ- 
ten now ? 



LESSON VIIL — READING. 71 

If the pupil finds difficulty in reading, write 

Cy d^-'C €-ri€' 'WYl^. and call attention to the fact 

that the words " see " in these two sentences are very 
much alike, that they mean the same thing, but are 
made a little differently. 

T. This See has a large S because it is the first word in 
the sentence ; when I wish to ask you to see anything I 

always write it thus : ^^■£€.. 



Please read these. 
The teacher writes : — 






u 
^^. 

■^^"t/. 

^t^^. 


^^ 


-a^ 


^^^^ 


1/U6 


t A^^. 



'/ 



Call attention to the word this. Tell the class that 
it is written with a small t when it does not beg^in a 
story (sentence). 

Require the pupils to copy, on the board, assisting 
them if necessary : — 



72 FIMST STEPS IN READING. 



d -^ 






^d. 



The teacher writes d€€^ upon the board. 

A pupil changes s to /S', and the teacher writes 
a sentence. 

The teacher then reverses it, changing the capital 
to a small letter. 

Do not allow any pupil to begin to read a sentence 
aloud until he has thought it out ; then require him to 
read it as if he were talking. Allow him, if neces- 
sary, to read the whole sentence in a low whisper 
before he reads it aloud. 

Teach the capital forms and punctuation incidentally 
by always using capitals and punctuation marks cor- 
rectly. 

Put lists of words upon the board, and, as the pupils 
tell you the words in simple sentences, write the sen- 
tences for them to read. 

The language lessons and the reading lessons are 
necessary to each other. Always teach reading and 
language together. 

Encourage the children to form little sentences, like 
those given on page 69, with the script forms on the 
Instruction Frame, for the class to read at sight. 



LESSON VIIL—WORD EXERCISE. 73 

II. WORD EXERCISE {ten minutes). 

The teacher, showing the class several tops, of which 
one should be very good and new, and one very old 
and plain, one small and one large, says : — 

What have I here ? 
C. Tops. 

7!, giving a lyiqul the best one. What can you say now ? 
Pupil. I have a good top. 

The teacher writes the sentence. She then gives a 
pupil the little top, saying : — 

What can you say about this ? 
C. This is a little top. 

The teacher writes the sentence. 

T., 2^utting the big top in the hand of one of the pupils ^ 
Tell your story on the Instruction Frame. 

A pupil puts upon the Frame 



T., putting the good top in the hand of one of the class, 
Tell your story on the Instruction Frame. 

A pupil puts upon the Frame 



T. Point to the w^ord good, 

A pupil points. 

T. Point to the word little. 

A pupil points. 

T. Show me the name of this, pointing to the big top. 



A pupil points to the wo^fds -fl -^-^ 



74 FIRST STEPS IN READING. 

T. Show me the name of this, poi?iting to the little top. 
A pupil points to the words tZ '^-^S^ ^<PyI. 

Do the same with (jood. 

The pupils, as the teacher shows objects, big or little, 
put one or the other of the corresponding words upon 
the Frame. 

Drill the pupils in reading sentences containing the 
words hig^ thls^ and litth. 

Teach the new words good egg^ objectively, in con- 
nection with this drill. 



C/ -see t2^n -e 



(^ d 



w 



dee -tz ^tpv^ €-a^. 



Drill in reading sentences containing good dog^ 
good hoy., good givL 



III. PHONIC EXERCISE. 

1. Chart Drill 

T. Let us sound the lettei'S to-day in this way. 

m^ m' m', with rising inflection. 

n^ n^ n , with falling inflection. 

ng' ng' ng', and so on. 
. The teacher points to ?h, and Cf, and n. 
The children pronounce slowly as she points, m-a-Ji, 
T. Very good. Try again. 

She points to c-a-n, f-a-n^ ^:>-a-w, r-a~n^ h-a-t^ c-a-t., 
f-a-t., k-a-t., m-a-ty s-a-t^ b-a-ll., c-a-ll, J'-ci-lly h-a-Il, 
t-a-lly w-a-lL 



LESSON VIIL — PHONIC EXERCISE. 75 

The teacher writes letters upon the board for the 
children to pronounce as she writes : — 

d- o- g. 
b- a- 11. 
b- a- t. 

Continue practice in these exercises for several 
weeks. 

2. Slow p7'onunciation. 

Without directing the attention of the class, in any 
special manner, to your custom, form the habit of pro- 
nouncing slowly each word as you write it upon the 
board in the reading or word lessons. Occasionally 
pronounce other words slowly as you write them. If 
you do this carefully and persistently, you will soon 
find your pupils imitating you, or trying to pronounce 
slowly every word you write. Praise them whenever 
they do so, but do not require them to study words for 
this purpose. The slow pronunciation exercises will 
have educated the class to do it unconsciously. 

When the children find it easy to form simple words 
from the chart or blackboard and pronounce them 
correctly as you point to or write the letters, write 
words which have been taught, and let them sound 
these words slowly as you write them. 

This brings the phonetic and the word and the sen- 
tence work together. 

The teacher writes and the pupils sound 






d-=^e ^ ft-^^^ 



/ 



'Ud €d iZ /(^^^, 



76 FIRST STEPS IN READING. 

LESSON IX. 

I. READING. 

The teacher, putting a j^in upon the Frame, says: 
" Mary may tell this story." 

Mary puts upon the Frame the words, 

T. Very good. But what will you say now? ^;t«^^m^ 
a number of j^ins upon the FraTrie. 

Mary hesitates. 

T. Oh, you know. Tell me what you would say. What 
are these ? 2^oi7iting to the pins. 
Mary, Pins. 

T. That is right so far. Puts the ivord yl^^^d upon 

the Instruction Frame. 

. Now what is the other i3art, not " This is," of course 
it must he — 

The pupils. These are. 

2\ Very good, pnitting the words upon the Frame. 

Now read. 
A pupil reads : " These are pins." 



T. Read (icriting), (yued^ -f^Ae €ZflA^€^. 
A child reads. ^ ^ 



(y'n€d€^ iz^e /o/^.d. 



T. Read this (?6'H^i??^), 

T. What are these two words, 2Jointi7ig to '• These are.' 
The children pronounce thetn. 

T. Now you may all try to copy them upon the board. 
The pupils spend a few minutes in copying. 



LESSON IX.— WORD EXERCISE. 77 

7\ What is this word ? writing ^ ^ItZ-i itjjon the 
hoard. 

A piqnl. A hat. 

T. What is it now? jmttbiff an d after 4liZ^ and 

erasing tlie -tZ. 

Tiiplls. Hats. 

T. That is right. Show me hats. 
The pupils show. 

T. Now you may change these words, — hat., doll, dog., 
girl, hoy. 

The pupils change by making an " s " after each. 

The teacher requires the class to form sentences 
containing " hats," " dolls," " boys," etc., and put 
them upon the Frame with " These are." 



II. WORD EXERCISE (ten minutes). 

The teacher sketches upon the board a flag in colors, 
and writes under it, 

C. read it. 

T. sketches several flags : What shall I write now ? 

C. These are flags. Teacher writes. 

T. sketches several apples and writes, 



C. read. 

T. puts a flag into a hox and ivrltes, 



78 FIRST STEPS IN READING. 

C read. 
T. Point to iZ ^{?^. C. point. 

Point to ^t-€ltZ. C. point. 

Point to -^d. C. point. 

Point to -^^, C. point. 

Put " in a box " upon the Frame. 
Children do so. 

Let the class form sentences upon the Frame with 
in the box, putting words before it to make 
I see an apple in the box. 
I see a pin in the box. 
This is a doll in the box. 
Have the pupils make the stories real, one after 
another, by requiring them to 
put the apple into the box, 
see, or look at a pin in the box, 
hold the doll in the box. 
T. Tell this story upon the Frame {putting apples into 
the box). 

C. put upon the Frame The apples are in the box. 

These are apples in this box. 
T. Make real. 

The hats are in the box. 
The balls are in the box. 
The cats are in the box. 
The pupils make real by putting the pictures or 
objects hatii^ hall., cats^ into the box. 

In like manner teach on by turning the box over so 
that the children will have to put the objects 07i to it, 
instead of in to it. 



LESSON IX. - PHONIC EXERCISE. 79 

Write in columns on the board all the words taught, 
and require the pupils to pronounce them rapidly at 
sight, varying the inflection thus : — 

box^ 

doir 

fan' 

hit^ 

this^ 

Require the pupils in turn to give sentences contain- 
ing one of these words, no word to be taken twice in 
the same exercise. 



III. PHONIC EXERCISE (ten minutes). 
T. W7'ites the word ^lizi' iq)on the board, erases ^rl 



hat' 


apple' 


dog' 


bair 


bat' 


rabbit' 


sat' 


in' 


ran^ 


on' 



I, or ^ 



and writes ^t, or ^^ or -C. 

C. read, hat, mat, bat, cat. 

T. erases C and writes ^. 

C. Fat. 

T. Give me a sentence with this word in it. 

C. I see a fat man. 

I see a fat cat. 

This is a fat boy. 

T. writes ^-l^ upon the hoard, erases 'fi. What is it 
now? ^ ^ 

a in. 

T. Form a sentence upon the Frame with this word in it. 
C jput upon the Frame 



^ 



80 FIEST STEPS IN READING. 

T. writes d/l. before the ^-U. What is it now ? 

C Spin. 

T. Form a sentence with this word in it. 

G. put lipon the Frame 



^A^^ t/i^ /{pA. 



d€^e -^^ /{?A dJi^n. 

Require the class to pronounce slowly every one of 
the sentences, thus : 

Spin the t op. 

I s ee a t o-p in a b-o-x, etc. 

T., writing ^{)yI upon the board, changes it to ^WyI. 

Do what the crayon says. 
C. Iwp. 

T. writes ^'Cl/l upon the board ; erases C and writes 



d4t. and after d^^tl^'l writes ^rl-e -^^^. 

C. snap the box tvith their fi7igers. 
Continue the Chart Drill, varying the exercise as 
much as possible, every day. 



LESSON X. — READING. 8.1 

LESSON X. 

I. READING. 

It is not supposed that all the words named in this 
lesson can be taught in ten minutes. This lesson may 
be regarded as a series of three, four, or six lessons, 
if the teacher finds it advisable. 

The teacher, placing upon the Frame CyA-^S -td, 

asks one of the pupils to j^lace at the right of it upon 
the Frame in script form the words he has learned, 
which will, one after the other, form stories for the 
class to read. Keep the words where the pupils can 
get them easily. 

Examples: c/A^d ^ ^^l ^/l/l^. 



C/A^d ^d €1 -cw//. 



The teacher soon quietly slips upon the Frame a 
picture of a hird^ a tahle, a hand^ a man, and asks 

the pupils to read ; then she writes the word ^^^^CM^^ 

on the board and lets the class try to copy it, assisting 
them. 

T. erases the ^^^ and icr'ites -C saying : All know can. 
Let some pupil erase the ^ and rewrite the 4"^^. 
Let some pupil select 4ft€l^ from a pile of script 



82 FIRST STEPS IN READING. 

forms on the table and place it upon the Frame in 

place of the picture. Erase the ^/^ in the written 

word and write 4. Some pu])il will tell you that that 

letter makes the word ^€1^1. 

T. tvrites: Cy/l-e ^^Z-tZ^t i^tl^, 

0r^ 



tP4^ ^^^, 




T. Point to boy J to ran, to girl. 

Teach in some such way as has been outlined above : 
I have a hand. This is my hand. I see a hand. This 
is her hand. 

Let the pupils make the word ^M^ from haiid 

by erasing the h. 
Drill on reading — 

This is a man. This is a boy. 
I see a man and a boy. 

Teach with a picture — 

I see a bird. 

This is a bird. 
T. What can a bird do ? 
C. A bird can fly. 

The teacher writes a bird can fly upon the board, 
saying, " Tell me that story again," and as the chil- 
dren repeat it, says, " So it sounds. This is the way 
it looks." 



LESSON X. — READING. 83 

T. Show me on the Frame how This is a hand looks. 

The pupil forms that sentence and puts it upon the 
Frame. 
Also — 

This is a bird. 
This is a man. 
I can see a bird. 
I have a bird. 
The bird can fly. 
T. Is this true ? writes : 

erf //y ^^ 



C/^/^ €l€^€^ €^€1^ ^€4^, 
C. No, ma'am. 

C, No, ma'am. 

(^ /pu -ctz^ /-/-^Z. 

C. Yes, ma'am. 



T. writes : ^^^ /^€ -^^^ >r^ ' 
C No, ma'am. 



9 



a£u^ 



T. "-iQ^i-^^ -my. <^<cfi My 

C. No, ma'am. 

T. {tossing the object onto the table) writes : 



(U€€^ ^/'Ud A-i^ jI^^. 

Teach from the object — 
This is a table. 
I see a table. 
The doll is on the table. 



84 FIRST STEPS IN READING. 

II. WORD EXERCISE. 

The teacher, writing the word have, says, '^ What 
word is this ? " and when told, adds : — 

Make real on the Frame five stories containing this word. 

The pupils do so, presenting for the class to read 



i-aue- -tz -a^^^^y etc. 



r., writing this story, C/4l€^ ^^O^Z-l'^ /^^^-^ ^ 



'€^€'i'. Can you read this story ? 

C No, ma'am. Yes, etc. 

T. Oh, I don't like it, do you ? Let me change it. 
Changes it to 

CyAe ^'tP^ A^a^ -fZ ^^/^y reading it 
herself. 

T. writes: C/<n€- 1^M€ A^d €1 ^^^^^ 

C/A^d -^^ /l€ld ^ ^^My etc. 

Write has large and plainly. 

Let the children copy has upon the board and on 
their slates. Erase the s and change to ve and vice 
versa. Require the children to tell you, and wi'ite as 
they name, as many w^ords as they can remember (of 
the list taught) w^hich need has to make a good story, 
like 

.The boy has a hat. 
The hat has a rim. 



LESSON XL — READING. 85 

The mat has a border. 
The box has a top. 

Give credit for two or more words of the list in the 
same sentence. 

III. PHONIC EXERCISE. 

1. Chart Drill continued, 

2. Slow P^'ommciation and Word Building. 
From hit teach it and hit. 

Write these words and require the children to copy 
them and use them in sentences. 

Write sentences containing these words for the class 
to read. 

Teach tin from in. 

Teach tall and all and fall phonetically, according 
to previous lessons. 

LESSON XI. 

I. READING. 

T., 7:>«^^^«Y7 a top iqmn the table. Tell me upon the 
Frame what you see upon the table. 



A 2nqnl puts upon the Frame (J/ d^-^- €1 €{?yt. 

T. Tell me upon the Frame what you can do with the 
top. 

P. puts upon the Frame 

T. Make a longer sentence, using these words, giving the 
pupils i^fl-^^-l and ^ft^ ^fe- 



86 FIRST STEPS IN READING. 

P. makes the sentence 



The teacher spins the top upon the table as a pupil 
leads the sentence. 

She puts upon the board 

and asks a pupil to make it real. 

A pupil does so by putting upon the table the fan 
which the teacher held in her hand. 

The teacher puts an apple upon the table and a box 
near it, and writes upon the board 

saying, " Make this story real." 

A pupil puts the apple into the box. 
The teacher writes 

The pupils hesitate till told that the fruit is to be 
put there ; they then follow the direction given in writ- 
ing, and put the apple upon the table. 

T. Make this story real : The apple is in my hand. 

A child takes it into his hand, or puts it into the 
teacher's hand, or both. 

T. Good. The first would mean that I wrote the story ; 
the second, that you wrote it. 

T. writes : 

C. obeys. 



LESSON XL — READING. 87 

The teacher, putting the apple into a pupil's hand, 
requires him to tell upon the Instruction Frame what 
is now a fact. 

F, puts upon the Frame Cy -A-tZ'l^^ ^<^ 



T. Very good. "Who can tell it differently ? 
P. ijuts upon the Frame 



There are now upon the board or the Instruction 
Frame the following sentences : 



1. (^ dee ^ /i^A. 

2. cy -^^-^ dA^c4^ ^/le /'(pA. 

3. Cy -c^z^ dvi.^^ ^Ae /vjn- ^AtP^ 

4. cy-n^d Jkn ^d ^/^^^ /ne /tz-t^^e. 



5. Cy</te ^AA^^e -id ^<n ^<fi-e -^^^^ 



6. S^u/ lAe -tzAA^e ^^A 



e ufi^)^ 






7. CyAe -tzAA^e ^d /^/^^^ 



l^z-a^. 



88 FIRST STEPS IN READING. 

7 



8. c/u^ //i€^ ^/tA^ -t-n/iP 4n^t 



9. C^ /i€i4^e €141 ^j, 



T.^ pointing to (1). Read aloud. P. reads, 

poinlitig to (2). Make real. P. obeys. 

2)olntmg to (S). Read aloud. P. reads, 

pointing to (4). Make real. And so on. 

Teach all the words in a sentence before you re- 
quire the pupil to read it. 

Remember that the repetition of words in various 
relations is absolutely necessary till the reading habit 
is formed. 

A child may know a word by itself and fail to rec- 
ognize it when he sees it in a sentence. This explains 
the necessity of teaching a large number of sentences 
as in previous lessons. Some of the best sentences for 
beginners will be those which the children will give 
you in picture, conversation, or language lessons. 

As soon as possible make each reading lesson a 
story by grouping the sentences thus : — 

I can see a box. 
It is on the mat. 
It has a ball in it. 
Can you see the box ? 

I can see a rabbit. 
The boy has the rabbit. 
The rabbit has a hat on. 
It is the boy's hat. 



LESSON XI. — WORD EXERCISE. 89 

II. WORD EXERCISE. 

The teacher writes upon the board the word 4M€l'i 
and asks the class to sound it. 

The teacher writes upon the board the word 
(^J l^^i-rj^ and asks the pupils to sound it. 

The teacher writes : 




'^i€^ ^u-c^'X ^^nl^ ^j^tu Aanc/ 
/ 



5. c/o^^^za^ ^n-e -^ <fan. 

6. (^d^^<na ^^e ^ ^a. 



7. i^H^4trz 4i'te €1 A^n. 



and requires the pupils to do as the story tells. 
The teacher may then write upon the board 



90 FIRST STEPS IN READING. 

and ask the class to think o£ the word which ouofht 
to be written after each word, d.ocj^ horse^ etc., as she 
points to it. When she has completed each sentence 
by writing harks., runs., etc., she may point to the last 
words and ask the pupils to imitate the action de- 
scribed. 

T. Do this. Shows 07i the Frame s^^t-^^^i, and 

points to the table. 

The pupil snaps the table with his finger. The 

same with 1/7 A, /any ^^^ AiPj/i. 

T., pointing to some object or picture, a flag, a mat, a 
hoy, a top, sags, Put the name of this upon the Frame. 
C. obeys. 

T. Put this, writing Cy£ /l^^ 

writing -l^^W 

writing ^^l^- ^it^P^ 
C. obeys. 
T. Put this, writing Cy£ -^^^^ 

writing -^vlV-H^ ^pointing to the table. 

The child obeys. 

The teacher requires the pupils, one after another, 
to take words from the chart frame, and, as they take 
them, to tell something about the object each word 
represents, as — 



LESSON XL — WORD EXERCISE. 91 

C. I have ^ -C^l^^ at home. 

I can see €1 -^^-^^^ 

John d-^ld- in his seat. 

The dog ^-iZ^ his master. 

I have a ^^Jl box at home. 

This is not a 'tl^i-^- word. 

The bird built -fZ 4l€d^l. 
T, Show me this, iV7'itmg or placing iq^^o^i the Frame 

in this place, ^4t €1 €^<^^. 
A pupil puts the 2yicture or word into a box. 
T. Show me this, writing ^4Z -^-^^ ii^ this place, 



writing ^^ ^^4A 4^^'^t■d. 

.. / / 

Tell me how this, writing ^ ^l^l-l. looks. 

P. describes it. 

The same with ^ j/^^^ 



'tz "irzu-u-i^. 



92 FIRST STEPS IN READING. 

T. This, slioiving or ivriting ^ €€^^l. can 



7'., writing CyZ ^t^'tf 



P. Spin. 

7'., wr'ittnQ O^ ■^i/'l/y can 
P. Run. 

J'., ivriting (Z//^ <Zt^ \ 
F. Barks. 



III. PHONIC EXERCISE. 

Continue the Chart Drill. 

The teacher writes upon the board, slowly, letter by 
letter (so that the pupils may sound each), the words 
which have been tauglit. 

Occasionally write new words, those which are 
purely phonetic, like 

A^4ta^ -a-a^ta, d^iyft'Ci^ 
ov Ae^t^ Ode^i^ -fle^t^ /i€^t^ ^n^e^^^ ^e-n^ 

or ^ul^ /lU€, wi/. 

Require the pupil in every case after sounding the 
word to o'ive a sentence containino- it. 

The teacher writes, later on, crossing off or writing 
very lightly the silent letters. 

d^/(€i/^\y ^-fz/^y -a-fi/-^^ ^n^/\. 

In teaching new words be careful to group them by 
sound. Begin, if possible, with some word which has 
been taught. 



LESSON XI. — PHONIC EXERCISE. 93 

Later still, the phonetic order may give place to 
such an arrangement of the following words as will 
suggest some of the rules wliich govern the pronun- 
ciation of words not purely phonetic ; as, final e silent 
in monosyllables makes the vowel long : 

can, cane, hop, hope, 

cajD, cape, not, note, 

hat, hate, rod, rode, 

mat, mate, rob, robe, 

pin, pine, tub, tube, 

fin, fine, j^lum, plume, 

spin, sjDine, us, use, 

hid, hide, rag, rage, 

hug, huge. 

or, i following a in monosyllables indicates that a has 
the lono- sound : 



am, 


aim. 


clam. 


claim, 


man. 


main. 


mad. 


maid. 


lad, 


laid, 


ran. 


rain, 


pan, 


pain. 


pant, 


paint, 


plan, 


plain. 


pad, 


paid, 


', a following 


makes o long : 


cot, 


coat. 


cost. 


coast, 


got, 


goat, 


or, 


oar, 


rod, 


road. 



PART III. SCRIPT AND PRINTED SEN- 
TENCES. 

CHAPTER I. 

SCRIPT SENTENCES. 

After the vocabulary, printed on page 27, has been 
taught in script, as illustrated in the preceding lessons, 
the children need more practice in reading simple sen- 
tences containing the words there given. 

The repetition of words in a variety of sentences is 
the secret of success in teaching reading. 

Three hundred sentences containing the fifty words 
taught in the eleven lessons of Part II. are given be- 
low. Teachers may not wish to use them all, but 
they will find it easier to select a large number from 
this printed list than to make up all they need. 

1. I see a flao^. 

2. This is a little flag. 

3. These are big flags. 

4. Can you see the little flags in this box? 

5. The cat sat on the mat. 

6. This is Nat. 

7. Can Nat sit on the mat ? 

8. Can you see these caps ? 

9. The doll sits on the mat. 

10. The boy sat on the mat. 

11. Can you see this big bat? 

12. I have a little bat in my hand. 



SCRIPT SENTENCES. 95 

13. Oh, see this little girl ! 

14. See this boy snap this hat. 

15. Can this little girl tap this cap ? 

16. This is a nest. 

17. Is this a big cloll ? 

18. I can see an apple on this hat. 

19. I have an apple in my hat. 

20. This is an apple in a box. 

21. This pin is in my hat. 

22. The girl is on the mat. 

23. My cap is in my lap. 

24. This boy is on a box. 

25. I see a box on the mat. 

26. Is this hat on the mat? 

27. See Nat hit the ball. 

28. Oh, see Nat snap this pin ! 

29. I have a hat in my lap. 

30. The egg is on the mat. 

31. This big apple is on the mat. 

32. The little apple is in my hand. 

33. I have a big hat in my hand. 

34. My cap is in this box. 

35. This pin is on the mat. 

36. I can see a little mat in the box. 

37. I see a hat in a cap, 

38. I have Nat in my lap. 

39. The pin is in the cap. 

40. I see a pin in this hat. 

41. Oh, see this dog ! 

42. This dog is in a hat. 

43. It is on the mat. 

44. It is in my lap. 

45. It is in his hand. 



96 SCRIPT AND PRINTED SENTENCES. 

46. Hit this hat. 

47. I have in my lap a little flag. 

48. Oh, see this ball hop on this box ! 

49. I have a big bat in my lap. 

60. I have the ball ; the boy has the bat. 

51. I see a little pin in an apple. 

52. This big pin is in a box. 

53. I have a good bat in my hand. 

54. This is good candy. 

55. I have a little candy in my hand. 

56. Nat has a little candy in his hand. 

57. Oh, see the candy in this box ! 

58. The boy bit my candy. 

59. Nat bit this candy. 

60. I bit the candy. 

61. Come, see me hop! 

62. Ob, see this little girl hop! 

63. Come, see these little boys hop ! 

64. Can you see this big dog on a mat? 

65. This little boy sits on a big mat. 
QQ. The cap in my hand is his. 

67. Little doll, can you see this little girl ? 

68. Little girl, see this little doll. 

69. Let me rap my desk. 

70. See me tap this chair. 

71. The cat sits in a chair on the mat. 

72. This is a good toj). 

73. See it spin. 

74. Is this a good girl ? 

75. I can see a little pin in this big apple. 

76. Has Nat a pin in his hat ? 

77. This is a tap on the hand. 

78. This is a rap on the box. 



lap. 



SCRIPT SENTENCES. 97 

79. Rap on this box. 

80. Spin this toj) upon a box. 

81. Spin it upon this mat. 

82. Is this an egg in this nest ? 

83. This is an egg in the nest. 

84. A boy sat upon this ball. 

85. This boy sat upon his cap. 

86. Tap this little dog. 

87. Snap the flag. 

88. I have an apple ; see it hit the box. 

89. The flag is in the apple. 

90. I see candy in this apple. 

91. I have a big ball. 

92. This boy has a little ball. 

93. This apple is my ball. 

94. I see a girl on a mat ; see the doll in her lap. 

95. Do you see this little girl? Her doll is in her 



96. I see candy in this little boy's hand, 

97. I can see candy in this box. 

98. Is this candy in my hand ? 

99. This is candy in his hand. 

100. I have a nest. 

101. I have a nest in my hand. 

102. I have a flag on this apple. 

103. See the flag in her lap. 

104. See this nest in a box. 

105. I see an egg in the nest. 

106. I have a pin in my hand. 

107. I have a top in my lap. 

108. I see a top in this hat. 

109. Nat, see this bat. 

110. This is my hand. 



98 SCRIPT AND PRINTED SENTENCFS. 

111. Is this his hand? 

112. Is this his flag? 

113. The hig apple is in her hand- 

114. This little hand is on a box. 

115. See this little hand on a flag. 

116. See the flag on this little hand. 

117. My hand is on the flag. 

118. This is a big pin. 

119. See the big top spin upon this box. 

120. I see a little bat in her lap. 

121. This little top spins. 

122. Spin it in my hand. 

123. I see a little cap on the table. 

124. This is a little dog. 

125. I have a big dog in mj hand. 

126. See the little cat. 

127. See the big doll on this chair. 

128. See it sit upon this box. 

129. Nat, snap this nest. 

130. I have a rabbit in a box. 

131. Hit the mat. 

132. See me hit this pin. 

133. Hit her apple. 

134. Hit the apple in his hand. 

135. This is a tin dog. 

136. Hit this tin dog with the little bat. 

137. I have a tin flag. 

138. I have my hand on a tin flag. 

139. See this boy hop. 

140. See this little doll hop, 

141. Little boy, hop ! 

142. Little girl, is this a tin box in my hand ? 

143. Oh, see the ball hop I 



SCRIPT SENTENCES. 99 

144. See Nat spin his top. 

145. See me spin my top upon his desk. 

146. Little boy, can you spin this top ? 

147. The clog' is on the mat. 

148. Can you see the dog on the mat? 

149. The big ball is on the mat. 

150. Can you see the bat? 

151. Is it on the mat? 

152. Can you see the candy in my hand ? 

153. Can you see candy in this box ? 

154. This box has candy in it. 

155. This apple has candy in it. 

156. This box has a top. 

157. Can you see the top on this box? 

158. I see the top on the mat. 

159. The top is on the box. 

160. The box has a top on it. 

161. The apple is in the box. 

162. The apple is on the box. 

163. The ball is in my lap. 

164. The doll is in her lap. 

165. The apple is in his lap. 

166. I see a can in this box. 

167. Can you see the can in this box? 

168. I can see the can in his hand. 

169. I have a little bird in this box. 

170. See, this flag has candy on it. 

171. I see the flag on the candy. 

172. Can you see candy in this flag? 

173. See the candy on the table. 

174. Oh, see this flag in her lap ! 

175. Can you see the little flag in her hand ? 

176. The nest is on the box. 



100 SCRIPT AND PRINTED SENTENCES. 

111. See the flag- on the nest. 

178. The nest is on the flag. 

179. The apple is on the flag. 

180. Pin the doll upon the flag. 

181. See the little doll in this hat. 

182. Tap this flag with the big ball. 

183. Taj) the ball with this candy. 

184. Tap the flag with this little ball. 

185. Tap the candy with this tin flag. 

186. Little girl, see this big doll in a box. 

187. Little doll, I can see j^ou in the box. 

188. Little bird, can you see this ball? 

189. It is in a flag, little bird. 

190. Little bird, I have the ball. 

191. Hop upon my hand, little bird. 

192. Little boy, see the big ball in my hand. 

193. Is this ball my ball? 

194. Hop upon this mat, little boy, hop, hop, hop ! 

195. I have the big ball upon a flag in my hand. 

196. This little girl has my bat in her hand. 

197. Can this bat hit the ball? 

198. Can you hit the ball? 

199. See the ball hit the bat. 

200. The big boy is on the big mat. 

201. The little boy is on a little box. 

202. The little hat is on the big box. 

203. The big hat is in my lap. 

204. Tap it with this top. Can you? 

205. Pin this little flag upon the big doll. 

206. See this candy ; it is on a chair. 

207. I see a little boy in a chair ; is his cap on? 

208. Can you see this girl on a mat ? 

209. Is her cap on ? I see her hat in her hand. 



SCRIPT SENTENCES, 101 

210. The little girl has a cap in her haiul. 

211. The big girl has candy in her hand. 

212. My little doll sits in a chair on the table. 

213. I have an apple ; this boy and girl have apples. 

214. See my nest, little bird. 

215. See this candy in my hand. 

216. I bit the candy, little bird ; can you see me 
bite the candy ? 

217. I see a little pin in this nest on the table. 

218. Can you see my big ball in this box ? 

219. Nat has a cap ; it is on a tin flag on my desk. 

220. I have a tin bird in this box. 

221. The tin bird is in my hand. 

222. The tin bird is on the flag. 

223. This is a tin dog ; is it little ? 

224. Is this little box tin ? 

225. This little girl has a tin box in her hand. 

226. The tin box has a pin in it. 

227. This is a tin top. 

228. It is in the box. 

229. Can you see candy in the tin box on the table ? 

230. I see a big dog on a mat. 

231. This is a mat on a dog. 

232. See me hit this little box on the table. 

233. See me tap the ball on this box. 

234. Tap the ball on the table. 

235. Can you hit this ball with the big bat? 

236. I can hit the big ball with the bat. 

237. I see in this box, a ball, an apple, and an egg. 

238. The apple is big, the ball is little, and the 
egg is in a nest. 

239. See this little girl bite this apple. 

240. Bite this apple for me, little boy. 



102 SCRIPT AND PRINTED SENTENCES. 

241. Can you bite it in my hand ? 

242. I hit the dog and he bit me. 

243. Nat hit his dog, and the dog bit Nat. 

244. The big dog bit the little boy on his hand. 

245. The little rabbit bit the big girl on her hand. 

246. This little rabbit sees me. 

247. I can see you, little rabbit. 

248. The ball hit me upon this hand. 

249. See this little girl; see the big dog lap her 
hand. 

250. See the rabbit hop. 

251. Have I a nest in my hand ? 

252. Are these eggs in the nest ? 

253. This is a good doll. 

254. See this rabbit, good little doll ! 

255. My doll is little. 

256. The birds fly. 

257. I have a little bird in this box. 

258. I have a good little dog. 

259. Have you a good little dog ? 

260. Can dolls fly? 

261. These dolls cannot fly. 

262. These birds cannot fly. 

263. That little bird can fly. 

264. These are rabbits. 

265. Can rabbits fly? 

266. Have you a rabbit, little boy ? 

267. Nat has rabbits in a box. 

268. See that little bird hop. 

269. That little bird can hop here and on to that tree. 

270. These little birds are in a nest. 

271. These boys are good boys. 

272. My dog is a good dog, little boy. 



SCRIPT SENTENCES. 103 

273. Have I a flag in my hand ? 

274. Has the boy a ball in his hand ? 

275. This boy has a tin box in his hand. 

276. This boy has a rabbit in his hand. 

277. This little girl has a big tin box in her hand, 

278. This big tin box has a rabbit upon it. 

279. Fan this doll, little girl. 

280. Can yon fan me ? 

281. Hit my hand with this fan. 

282. My fan is in this cap. 

283. There are fans in my hand. 

284. Has this fan birds on it? 

285. Had the nest eggs in it ? 

286. Nat had rabbits in a box. 

287. The nest had eggs in it. 

288. I had a flag in that box. 

289. That boy had eggs in his basket. 

290. I had a box and it had candy in it. 

291. Nat had a dog and he bit my rabbit. 

292. This is the little dog that I had in a box. 

293. I can see a fly on that box. 

294. Can the fly see me ? 

295. The fly can see the candy. 

296. These apples are the apples that I had in the 
tin box. 

297. These pins are little pins. 

298. These i>ins that I have in my hands are big, 

299. Can you see the apples that I see ? 

300. That boy can see the apples. 



104 SCRIPT AND PRINTED SENTENCES. 
CHAPTER II, 

THE TRANSITION FROM SCRIPT TO PRINT. 

Children who have been trained to get thought at 
sight from written sentences experience little difficulty 
in reading the same sentences in print. The transi- 
tion from script to print may be made in a single day 
by slipping printed sentences into place upon the In- 
struction Frame instead of writing them upon the 
blackboard. 

Printed slips containing many of the sentences 
taught in the Illustrative Lessons, and some new sen- 
tences containing the same words, are provided with 
the Frame. The numbers printed at the right of the 
slips suggest the best order of using them. 

When the children fail to recognize a word in print 
write it upon the blackboard, and slip a printed sen- 
tence containing that word into the grooves or guides 
of the Instruction Frame, from left to right rapidly, 
so that the pupils may be trained to see a sentence at a 
glance, and read each word in it. 

Sentences for use on the Instimction Frame in 
rnaldng the transition from scrijjt to print* 

1. This is a pin. 

2. I see a hat. 

8. This is a doll. 

4. I have an apple. 

5. I can see the candy. 

6. The flag is in my hand. 

7. There are three eggs in the nest. 



TRANSITION FROM SCRIPT TO PRINT. 105 

8. I have candy in this box. 

9. Put the pretty flag upon the box, 

10. I can see a top ; can you see it ? 

11. The bat is on the mat ; it is my bat. 

12. This boy has a little rabbit. 

13. Nat has a big apple in his hand. 

14. Here are some little boys and girls. 

15. This girl has a doll in her lap. 

16. This boy has a big dog with him. 

17. That boy has a nest in his hand. 

18. Put this little box upon the chair. 

19. Bring me the pretty fan. 

20. Put the little girl's doll upon the table. 

21. The rabbit can hop. Have you a rabbit? 

22. Birds can fly. Do all birds fly? 

23. Nat is a good boy. What can a boy do ? 

24. That boy has a flag in his hat. 

25. The boy hit the ball with his bat. 

26. I see a boy with his cap in his hand. 

27. This is a tin box. Put the little top into it. 

28. That is a pretty flag. Bring it to me. 

29. I have put a little pin upon the flag. 

30. The dog runs to Nat. Nat says, " Good dog." 

31. My dog laps my hand. Have you a dog? 

32. This little girl sits in a chair. Where is the 
cat? 

33. I can tap the table with this fan. 

34. I have put the milk into the can. 

35. I can see a tall man in that picture. 

A list of sentences introducing neio loords used in 
the Primer. 

36. I have a leaf in my hand. 



106 SCRIPT AND PRINTED SENTENCES. 

37. There are leaves in this book. 

38. Are there leaves on the trees? 

39. I see bread on the table. 

40. There is cheese in that box. 

41. My boat has sails ; it floats upon the water. 

42. I can say '' good-morniug " and " good-night.'* 

43. Good-morning, little robin ; how do you do ? 

44. The baby has two hands ; so have I. 

45. I saw a star in the sky. Point to the sky. 

46. I v«411 try to make a picture like that. 

47. I see some silk upon the table. 

48. Point to the door. Here it is. 

49. Take this picture and put it upon the table. 

50. Pick up this pin and put it into my hand. 

51. The little boy had a dream. Do you dream ? 

52. Four boys and girls stood beside the water. 

53. Bring me four books and three pencils. 

54. May I go to the door ? Certainly. 

55. I have a little horse and cart at home. 

56. I can say " Yes, sir," and " No, sir " ; can you ? 

57. When do we say " Yes, ma'am," and " No, 
ma am c 

58. I can say " Thank you," and " If you please." 

59. Tell me what you can see in this picture. 

60. Good-by, little boys and girls. 



A New Invention to Facilitate the TeacJdng 

of Language^ Reading^ and Writing 

in Primary ^Schools. 



3(n0truction dFrame. 

EQUIPPED WITH 

TEN OUTLINE LANGUAGE PICTURES. 

{15 by 18 inches.) 

TEN SIMILAR PICTURES. 

(9 by 9% inches.) 

TWENTY-FIVE PICTURES OF OBJECTS. 

(41/2 by 4X inches.) 

BETWEEN 100 AND 200 SCRIPT AND 
PRINTED WORDS AND 

SENTENCES. 

A DISPLAYING HOLDER. 

(30 by 24 inches.) 
DESIGNED BY 

% freeman J^all, 

Superintendent of Schools at Leominster, Mass. 
Patented Aua. 28, 188S, bt I. F. Hall. 



Published by 

ipousfjtoit, Si^ifiltn anir Companp, 

Boston: 4 Park Street. New York : 11 East 17th Street. 
Chicago: 28 Lakeside "Building. 



For Teaching Reading and Writing in 

Primary Schools. 

This piece of educational apparatus is simply a thin 
board, three feet long and two feet wide, provided 
with parallel transverse guides, which are grooved to 
receive cards of different sizes. (See Figs. 1 and 2.) 
The Equipments of the Instruction Frame consist of : 
I. Ten Outline Language Pictures, 15 by 18 inches. 
II. Ten similar Pictures, 9 by 9| inches. 

III. Twenty-five Pictures of Objects, 4 J by 4| inches. 

IV. Between one and two hundred Script and Printed 

Sentences and Words. 
V. A Displaying Holder, 30 by 24 inches, which 
can be attached to the back of the Frame when 
not in use. This Holder is provided with 
means for supporting a number of cards until 
they are required for use in the Frame, thus 
enabling the teacher to arrange the cards 
required for a single lesson in a convenient 
position, and to select any desired card with- 
out loss of time. 
The pictures described above have been drawn 
especially for the Frame by one of our best artists. 

The Frame and its Equipments serve the purpose 
of a large number of different language and reading 
charts of the ordinary kind. 

The Frame may be used to Teach Keading, by 
the word or sentence method, in the following man- 
ner : When the pupils have been led, several of 
them, to express orally the thought, I have a flag., 
they are shown the sentence in script on the frame. 
(See Fig. 2.) After they have learned this sentence 



the teacher puts on the frame ri/ /idl^^ (the idiom 

ah-eady taught) and the picture of a hat (see Fig. 2), 

and slips directly over the picture the loords 61 /l^^. 

(See Fig. 2.) The children," instantly making the 
association between the picture and the word, read the 

new sentence, c/ /idZ^e tZ /iCl^. Such a sentence 

as ex /ia2/e Ct ^I9t may be taught in like manner 

with the object. A great variety of similar methods 
will suggest themselves to any ingenious teacher after 
she has used the frame a few days. A large number 
of methods are suggested in the Manual for Teachers 
in the Riverside Primer. The frame is most useful 
with a class that is making the transition from script 
to print. 

The Frame may be used to Teach Writing by 
placing the words and idioms, as the children learn to 
read the sentences they form, in position as shown in 
Fig. 2, and requiring the children to copy them care- 
fully on slate or pajDer. The script forms are model 
copies prepared with care, and therefore better than 
copies written by the teacher, in haste, on the black- 
board. Note also that they occupy no blackboard 
space needed for other purjjoses. 

The Frame may be used to Teach Language 
by allowing the children to form the sentences 

cy /ia'2/e a ^a^j <ir /lai^e a /la^^ etc., as 

soon as they recognize the words (before they have 
learned to write). Nearly all the review lessons may 
be composed by one or more of the pupils before the 
class is required to read them. 

The Frame may be used to hold Pictures for 
language lessons or to illustrate the reading lessons. 
(See Fig. 1.) 



Price of the Rive7'side Instruction Frame and its 

Uquijmients. 
The price of the Instruction Frame, including all 
its Equipments and the cost of delivery, will be, until 
March 1, 1890, $6.00.. The publishers reserve the 
right to raise the price after March 1, 1890. 

language anD IReaDing Cour0e* 

While the Riverside Instruction Frame may be used 
with any system of instruction and with any series 
of books, it has been prepared especially as an auxili- 
ary to the Riverside Language and Reading Course, 
the elementary steps of which are provided for by the 
following books, which are now nearly ready for pub- 
lication : — 

I. The Riverside Primer and Manual for 
Teachers. By I. Freeman Hall. 

The Primer is also bound separately for the use of 
pupils. The Manual points out clearly, princiiDally 
by the aid of illustrative lessons, what steps the pupil 
should take before beginning the Primer, and de- 
scribes fully the various uses to which the Instruction 
Frame may be put. 

II. The Riverside First Reader. By I. Free- 
man Hall. 

III. The Riverside Second Reader, consisting 
of Stories and Fables, phrased by Horace E. Scud- 
DER, with Notes and Suggestions for the Teacher by 
I. Freeman Hall. 

Other books of this grade and of the Third Reader 
grade are in preparation. 



The advanced stejjs of the Riverside Language and 
Reading Course are provided for by the Riverside 
Literature Series. This series comprises simple, in- 
structive, and interesting complete masterpieces of the 
very best writers of the world's enduring literature. 
The masterpieces have been selected with a view to sup- 
plying a variety of reading matter, of superior literary 
quality, in history, biography, poetry, mythology, travels, 
and natural history. The books of this series, of which 
forty-eight numbers have already been published, aver- 
age over eighty pages, and are issued in paper, at the 
uniform price of 15 cents each ; in many cases two or 
three books of the series have been bound together, in 
board covers, at 40, 45, and 50 cents. A descriptive 
circular, giving the table of contents of each number, 
will be sent to any address on application. 

The object of the Riverside Language and Reading 
Course is, Jirst, to give young children such a training 
as will enable them, while overcoming the mechanical 
difficulties of learning to read, to acquire a taste for 
good reading matter, and incidentally to gain a power 
to express themselves orally and in writing with accu- 
racy, good taste, and facility ; and, second, to supply 
children of each grade with the best reading matter 
that the world's literature affords. 

4 Park Street, Boston, Mass. 



BttieriSitie 31nsitni:ction -frame 

For Teaching Reading and Writing i 
Primary Schools, 

Figure 1. 




Size: Three feet by two feet. 



■iSitiersitlie ^mmction ifrattte 

^or Teaching Heading and Writing in, 
Primary Schools, 

Figure 2. 



1 





yO^. 




g 



I see a flag in Ihatibox 




Size: Three feet by two feet 



LITERARY LANDMARKS. 

A Guide io Good Reading for Young People: 
and Teachers Assistant. 

By MARY E. BURT. 

Teacher of Literature, Cook County Normal School, 
Englewood, III. i6irio, 152 pages. Teachers' 
price, post-paid, 64 cents. 

" It is because," says Miss Burt in her Preface, " I 
have spent many years and hundreds of dollars to 
get a small knowledge of books, when, by taking a 
direct road, I might have had a much larger knowl- 
edge at less expense, that I offer the results of my 
twenty years' work in the school-room to the public." 

This book has been prepared as a guide to those 
who are seeking to provide the desi reading matter 
for children. The author proves that a child can be 
taught to read, with enjoyment, books of standard 
authors, and to acquire, in an incredibly short time, 
a discriminating taste for the best books and a knowl- 
edge of the great lights of literature. 

The volume contains interesting chapters on theo- 
ries of children's reading, and the various classes of 
books suited to their needs ; ten courses of reading 
for children of different ages and for teachers ; a lit- 
erature chart; diagrams fixing in the child's memory 
what he has read, and showing its proper relation to 
what he has read before ; and a long list of the best 
books which cover the necessities of school libraries, 
teachers' books, and children's reading. 

" I want a good book for a child ; what shall I 
get? " Miss Burt's book offers a ready answer. It 
shows at the same time how children can be taught 
to ask for the best books. 

*i^* For sals by all Booksellers. Sent^ post-paid, on receipt of price by tJie 
Publishers. 

HOUGHTON, MIFFLIN & CO. 

4 Park St., Boston; 11 East lyth St., New York. 



WORKS OF THE CREATIVE IMAGINATION. 27 

schools throughout the hind that one finds in the 
study of geography and history ; and chiklren 
leave school with all sorts of jumbled ideas con- 
cerning books and authors, their relation to the 
world's history, and their comparative value. To 
satisfy myself on this point, I have asked young 
people from twelve to fifteen years of age who 
have left school to give me a sort of summing- 
up of their knowledge of books and authors in a 
diagram after the plan of the one below with 
about the following results. 



MISS alcottA 




It is a rare instance where a graduate of a high 
school can tell whether Dante led Virgil, or 
whether Virgil led Dante ; whether Homer drew 
his inspiration from Alexander the Great, or 
whether Alexander the Great acted under the 
inspiration of Homer ; whether Charlemagne and 
Mohamined were factors in the problem which 
Tennyson has worked out, or whether Tennyson 
sprang forth, a species by himself, unrelated to any 



REVIEWS. 

The author brings an experience of twenty years to the 
subject. . . . She writes clearly and minutely of each suc- 
cessive course, with particular directions regarding the 
order and treatment of topics and books. The signal dis- 
tinction of this little volume is, that it maintains the capa- 
bility of children to be interested in the best imaginative 
works of the race, beginning with the Greek and Latin 
Classics and continuing through Dante and Shakespeare, 
The method is to present the stories of the poets, and 
trace the development of the leading myths, of the ancient 
world, the romance of the mediaeval age, and the rework- 
ing of these materials by the moderns. Miss Burt rightly 
says that the classics afford a simpler literature than that 
of later times, and are therefore the best material to be- 
gin with. She is satisfied with the success of her experi- 
ments, and her pages abound in illustrations of particular 
results. Diagrams and essays by the children themselves 
are introduced, to show how their minds took hold of the 
subject. The effort to give them some knowledge of the 
contents and the continuity of literature has been re- 
warded, the author thinks, even when they have left school 
at the age of ten, as fifty per cent, of her pupils do. Her 
book deserves the attention of teachers and those who 
are interested in home-education in books. — The Nation 
(New York). 

The book is especially valuable for the full course of 
reading that it suggests for each grade of children, and 
for the large and valuable list of bocks presented. 

It seems to us that Miss Burt has made, in this book, 
a valuable contribution. . . . She is an earnest, able, and 
eloquent advocate of a reform in teaching children to 
read that must, in its main features, at least, command 
the attention of the thoughtful. — Public ScJiool Joicrnal 
(Bloomington and Chicago, 111.). 

It is a classic. The list of "best books " given in the 
volume is of itself worth the price of the book. The sug- 
gestions for profitable criticism and study of a book are 
invaluable. — Popiilaj' Educator (Boston). 

This work is along new lines ; is genuinely original, 
and focuses the entire range of classical literature upon 
the school life of the child. . . . The author discusses with 
much skill, never failing good sense, and the fervency of 
an advocate, the questions involved directly and indirectly 
in the teaching of children what, when, and how to read 
so as to get the most personal profit and general culture 
therefrom. — Journal of Education (Boston). 



for goung people ♦ 

xA Series of J^olumes devoted to History, Biography, 

Mechanics, Travel, Natural History, and Adventure. IVitb 

Maps, Portraits, etc., where needed for fuller illusira' 

tion of the volume. Each, uniform, strongly hound 

in cloth, i6mo, 200-2^0 pages, "j^ cents, 

/. The War of Independence. 

By John Fiske. With Maps. 
2. George Washington : <An Historical Biography. 

By Horace E. Scudder. With Portrait and Illustra- 
tions. 

^. Birds through an Opera Glass. 

By Florence A. Merriam. Illustrated. 

4. Up and Down the Brooks. 

By Mary E. Bamford. Illustrated. 

5. Coal and the Coal Mines, 

By Homer Greene. Illustrated. 

6. <i/t New England Girlhood, Outlined from Memory, 

By Lucy Larcom. 

(Others in preparation^ 



MESSRS. HOUGHTON, MIFFLIN AND COMPANY 
publish, under tl:ie above title, a series of books 
designed especially for boys and girls who are laying 
the foundation of private libraries. The books in thi? 
series are not ephemeral publications, to be read hastily 
and quickly forgotten ; both the authors and the sub- 
jects treated indicate that they are books to last. 

The great subjects of History, Biography, Mechanics, 
Travel, Natural History, Adventure, and kindred themes 



Riverside Library for Young Feople— {coutimied). 
will form the principal portion of the library. The authors 
engaged are for the most part writers who already have 
won attention, but the publishers propose to give a hos- 
pitable reception to all who may have something worth 
saying to the young, and the power to say it in good 
English and in an attractive manner. The books in this 
Library are intended particularly for young people, but 
they will not be written in what has been well called the 
Childese dialect. 

Fiction will not be excluded, but it will not form the 
main feature of the Library. The publishers do not pro- 
pose to use fiction as a preferable form when information 
is to be given ; they believe that the young are to be in- 
terested in any honest, clear, and straightforward presen- 
tation of interesting facts. At the same time they hold 
themselves free to use a story whenever they have one 
to offer which they think will stand the test of time ; for 
they wish to make a Library which its owners will not 
outgrow. 

The books are illustrated whenever the subject treated 
needs illustration ; history and travel are accompanied 
by maps ; history and biography by portraits ; but the 
aim is to make the accompaniments to the text real addi- 
tions. 

The publishers hope to have the active cooperation of 
parents, teachers, superintendents, and all who are inter- 
ested in the formation of good taste in reading among 

young people. 

♦ • 

HOUGHTON, MIFFLIN AND COMPANY, 

4 Park Street, Boston ; 1 1 East lyth Street, New York. 



MODERN CLASSICS. 



A library of thirty-three beautiful volnmes, containin<]j many ol 
the best complete Stories, Essays, Skctclies, and Poems in modern 
literature, including selections from the most celebrated authors 
of England and America, and translations of masterpieces by 
Continental writers. 

In several instances the selections from an author are accom- 
panied by a biographical essay by another eminent author, an 
arrangement which cannot fail to lend greater interest to both 
portions of the book and add materially to its value for use in 
schools. 

Teachers who are acquainted with the contents of these little 
volumes will readily see their fitness and availability for Supple- 
mentary lieading and for the study of Literature. 

Dr. William T. Harris, who says "it is an unrivalled list of ex- 
cellent works," hast designated volumes 4, 6, 8, 15, 16, 18, and 26 
as suitable for Intermediate Schools; volumes 1, 15, 16, 17, 22, 
24, 25, 26, 27, 28, 31, 32, for Grammar Schools ; and volumes 2, 3, 
5, 7, 9, 10, 11, 12, 13, 14, 19, 20, 21, 23, and 29 for High Schools. 

The list of volumes is as follows : — 

1. Longfellow. Evangeline. The Courtship of Miles Stand- 

ish. Favorite Poems. 

2. Emerson. Culture, Behavior, Beauty. Books, Art, Elo- 

quence. Power, Wealth, Illusions. 

3. Emerson. Nature. Love, Friendship, Domestic Life. Suc- 

cess, Greatness, Immortality. 

4. Whittier. Snow-Bound. The Tent on the Beach. Fa- 

vorite Poems. 

5. Lowell. The Vision of Sir Launfal. The Cathedral. F*- 

vorite Poems. 

6. Fields. In and Out of Doors with Charles Dickens. 
Dickens. A Christmas Carol. 

Fields. Barry Cornwall and some of his Friends. 

7. Coleridge. The Ancient Mariner. Favorite Poems. 
Wordsworth. Favorite Poems. 

8. FouQUE. Undine. Sintram. 
St. Pierre. Paul and Virginia. 

9. Dr. John Brown. Rab and his Friends. Marjoria Flem- 

ing. Thackeray. John Leech. 

10. Tennyson. Enoch Arden. In Memoriam. Favorite Poems 

11. Tennyson. The Princess. Maud. Lockslcy Hall. 

12. E. C. Stedman. Elizabeth Barrett Browning, an Essay. 
Mrs, Browning. Lady Geraldine's Courtsljip. 
Robert Browning. Favorite Poems. 

13. Carlyle. Goethe, an Essay. 
Goethe. The Tale. Favorite Poems. 

14. Carlyle. Schiller, an Essay. 

Schiller. The Lay of the Bell, and Fridolin. Favorite 
Poems. 



15. Caklyle, Burns, an Essay. 
Burns. Favorite Poems. 
Scott. Favorite Poems. 

16. Macaulay. Byron, an Essay. 
Byron. Favorite Poems. 
Hood. Favorite Poems. 

17. Macaulay. Milton, an Essay. 
Milton. L' Allegro, II Peuseroso. 

Gray. Elegy in a Country Churchyard, etc. 

18. Goldsmith. The Deserted Village, etc. 
CowrER. Favorite Poems. 

Mrs. Hemans. Favorite Poems. 

19. Carlyle. Characterii-tics. 
Shelley. Favorite Poems. 
Keats. The Eve of St. Agnes, etc. 

20. Pope. An Essay on Man. Favorite Poems. 
Moore. Favorite Poems. 

21. Carlyle. The Choice of Books. 
Lamb. Essays from Elia. 
Southey. Favorite Poems. 

22. Thomson. Spring, Summer, Autumn, Winter. 

23. Campbell. The Pleasures of Hope. Favorite Poems. 
Rogers. Pleasures of Memory. 

24. Shakespeare. Sonnets. Songs. 
Leigh Hunt. Favorite Poems. 

25. Herbert. Favorite Poems. 

Collins, Dryden, Marvell. Favorite Poems. 
Herrick. Favorite Poems. 

26. Macaulay. Lays of Ancient Pome, and other Poems. 
Aytoun. Lays of the Scottish Cavaliers. 

27. Charles Kingsley, Favorite Poems. 
Owen Meredith. Favorite Poems. 
Stedman. Favorite Poems. 

28. Fields. Nathaniel Hawthorne, an Essay. 
Hawthorne. Tales of the White Hills. Legends of New 

England. 

29. Carlyle. Oliver Cromwell. 

Hawthorne. A Virtuoso's Collection. Legends of the 
Province House. 

30. Holmes. Favorite Poems. My Hunt after " The Captain." 

31. Lowell. My Garden Acquaintance. A Moosehcad Journal. 
Bloomfield." The Farmer's Boy. 

32. Howells, a Day's Pleasure. Buying a Horse. Flitting. 

The Mouse. A Year in a Venetian Palace. 

33. Holmes. Selections from the Breakfast-Table Series and 

from Pages from an Old Volume of Life. 
Tastefully bound and stamped, 75 cents each. 
* School edition neatly and substantially bound in cloth, 40 cents, 
net. 
A pamphlet containing the Table of Contents of each volume 
will be sent free on application. 

HOUGHTON, MIFFLIN AND COMPANY, 

4 Park Street, Boston, Mass. 



€]^c iRibcmne Hitcrature ^ertc?. 

{_A list of the first thirty-six numbers is given on the next page.'\ 



37. Charles Dudley "Warner's A-Hunting of the Deer, and 

other Papers. 

38. Longfellow's Building of the Ship, Masque of Pandora, 

and Other Poems. 

39. Lowell's Books and Libraries, and Other Papers. 

40. Hawthorne's Tales of the White Hills, and Sketches. 

41. Whittier's Tent on the Beach. 

42. Emerson's Fortune of the Republic, and Other American 

Essays. 

EXTRA NUMBERS. 

A American Authors and their Birthdays. Programmes and 

Suggestions for the Celebration of the Birthdays of Authors. With a Record of 
Four Years' Work in the Study of American Authors. By Alfred S. Rok, 
Principal of the High School, Worcester, Mass. 

B Portraits and Biographical Sketches of Twenty American 

Authors, 

C A Longfellow Night. A Short Sketch of the Poet's Life, with 
songs and recitations from his works. For the Use of Catholic Schools and 
Catholic Literary Societies. By Katherine A. O'Keeffe. 

D Literature in School; The Place of Literature in Common School 
Education ; Nursery Classics in School ; American Classics in School. By 
Horace E. Scudder. 

E Harriet Beecher Stowe. Dialogues and Scenes from Mrs. 
Stowe's Writings. Arranged by Emily Weaver. 

DURING THE SCHOOL YEAR 1889-90 

Four regular numbers and several extra numbers will be published in 

October, December, February, and April. Subscription price 

for the regular numbers, 50 cents. 

Oct. 2. 43. Ulysses among the Phaeacians. From W. C. Bry- 
ant's Translation of Homer's Odyssey. 

Dec. 4' 44. Maria Edgeworth's "Waste Not, "Want Not, and 
Barring Out. 
1890. 

Feb. 5. 45. Macaulay's Lays of Ancient Rome. 

Feb. 5. Extra. The Riverside Manual for Teachers, containing 

Suggestions and Illustrative Lessons leading up to Primary Reading. By I. F. 
Hall, Superintendent of Schools at Leominster, Mass. The Manual will appear 
later as the Introductory part of the Riverside Primer and Manual for Teach- 
ers. It points out, principally by the aid of Illustrative Lessons, what steps the 
pupil should take before beginning the Primer. The Primer and Manual form 
the first book of the Riverside Reading and Language Course which also in- 
cludes the Riverside First Reader, The Riverside Second Reader, and, for higher 
grades, the regular numbers of the Riverside Literature Series. 



Other numbers of this Series will be announced later. 

HOUGHTOlSr, MIFFLIN AND COMPANY, 
4 Park Street, Boston, Mass. 



* Cl^e Kiberjittie literature ^eriejs. 

With Introductions and Notes, Historical Sketches, and Biographical 
Sketches. Each number in paper covers, 15 cents. 



1. Longfellovr's Evangeline. 

2. Longfellow's Courtship of Miles Standish. 

3. Longfellow's Courtship of Miles Standish. Dramatized 

for private theatricals in schools and families. 

4. Whittier's Snow-Bound, Among the Hills, and Songs of 

Labor. 

5. Whittier's Mabel Martin, Cobbler Keezar, Maud MuUer, 

and Other Poems. 

6. Holmes's Grandmother's Story of Bunker Hill Battle, and 

Other Poems. 

7. 8, 9. Hawthorne's True Stories from New^ England His* 

tory. 1620-1803. In three parts.f 

10. Hawthorne's Biographical Stories. 

Sir Isaac Newton, Samuel Johnson, Oliver Cromwell, Benjamin 
Franklin, Queen Christina. With Questions, 

[29 and 10 also in one volume, board covers, 40 cents.] 

11. Longfellow^'s Children's Hour, and other Selections. 

12. Studies in Longfellow. Containing Thirty-Two Topics for 

Study, with Questions and References relating to each Topic. 

13. 14. Longfellow's Song of Hiawatha. In two parts.J 

15. Lowell's Under the Old Elm, and Other Poems. 

16. Bayard Taylor's Lars; a Pastoral of Norway. 

17. 18. Hawthorne's "Wonder-Book. In two parts.J 

19, 20. Benjamin Franklin's Autobiography. With a chapter 
completing the Life. In two parts.J 

21. Benjamin Franklin's Poor Richard's Almanac, and other 

Papers. 

22, 23. Hawthorne's Tanglew^ood Tales. In two parts.J 

24! "Washington's Rules of Conduct, Letters and Addresses. 
25, 26. Longfellow's Golden Legend. In two parts.J 

27. Thoreau's Succession of Forest Trees, and "Wild Apples. 

With a Biographical Sketch by R. W. Emerson. 

28. John Burroughs's Birds and Bees. 

[28 and 36 also in one volume, board covers, 40 cents.] 

29. Hawthorne's Little Daffydowndilly, and other Stories. 

[29 and 10 also in one volume, board covers, 40 cents.] 

30. Lowell's "Vision of Sir Launfal and Other Pieces. 

31. Holmes's My Hunt after the Captain and Other Papers. 

32. Abraham Lincoln's Gettysburg Speech, and Other Papers. 
83, 34, 35. Longfellow's Tales of a "Wayside Inn. In three parts. 

[The three parts also in one volume, board covers, 50 cents.] 
36. John Burroughs's Sharp Eyes and other Papers. 
[28 and 36 also in one volume, board covers, 40 cents.] 

t Also in one volume, board covers, 45 cents. 

t Also in one volume, board covers, 40 cents. 

Continued on the inside of this cover. 

HOUGHTON, MIFFLIN AND COMPANY, 
4 Park Street, Boston, Mass. 



LIBRARY OF CONGRESS 

019 843 549 1 




